Module (STS)

General Concepts in Science, Technology, and Society
Overview
General Concepts in Science, Technology and Society

Science is as old as the world itself. From the genesis of time science has existed.
Science and Technology indeed play major roles in the everyday life. They make difficult
and complicated tasks easier and allow people to do more with less effort and time. The
developments of science and technology are not just products of people s imagination or a one-time
thought process; but brought about by gradual improvements to earlier works from different time
periods. The driving force behind this continuous progress is the desire to raise the quality of life of
the people.
The course discusses how science influenced human society and vise versa. It seeks to
instill reflective knowledge in the students so that they are able to live the good life and display
ethical decision-making in both social and scientific dilemmas. It is hoped that students will
appreciate the contributions/impact of science and technology to their life, to the humanity as a
whole, in Philippine society and in the world in general.
CHAPTER 1: HISTORICAL ANTECEDENTS IN WHICH SOCIAL CONSIDERATIONS CHANGED THE

COURSE OFSCIENCE AND TECHNOLOGY
Objectives:
At the end of this lesson, the students should be able to:
A. Discuss the interactions between science, technology and society throughout history
B. Discuss how scientific and technological developments affect society and the environment
C. Discuss the scientific and technological development in the Philippines
Motivation/Take off
ACTIVITY 1
Fill in the blanks by referring to the given clues and then match each subject with the field of
study under which it belongs by writing the letter at the end of each science words.
CLUE SCIENCE FIELD OF STUDY

1. Piece of wood BIO _ _ _ Y a. Minerals
2. To steal _ _ _ OTICS b. Body structure
3. A girls name _ _ _ TOMY c. Living things
4. Encountered _ _ _ ALLURGY d. self-controlled machine
5. Light brown BO _ _ _ Y e. Animals
6. Animal park _ _ _ LOGY f. bacteria
7. Sewn end park of a cloth C _ _ _ ISTRY g. matter in outer space
8. A time phase in history MIN _ _ _ LOGY h. Plants
9. Like _ _ TRONOMY i. weather
10. Spanish term for river BACTE _ _ _ LOGY j. metals
k. composition of matter
CONTENT/LESSON PROPER:
LESSON 1: SCIENCE, TECHNOLOGY AND SOCIETY IN THE ANCIENT TIMES

People were concerned with transportation and navigation, communication and record-keeping,
mass production, security and protection, as well as health, aesthetics and architecture.
Transportation was significant because people were trying to go places and discover new
horizons. They travelled to search for food and find better location for their settlements. They also travelled
to trade their surplus goods in exchange for things that they lacked. Navigation assisted them in their
journeys to unfamiliar and strange areas in the world. It allowed them to return home after they discovered
new places or completed an important trade with another group of people
Communication was also essential in their endeavors to discover and occupy new places.
They needed a way to communicate with natives of the area they visited so as to facilitate trade and
prevent possible conflicts. Record-keeping was also important since they needed to remember the places
they had been to and document the trades they made with each other, and the history and culture so they
could establish their identities as they tried to relate with other culture and civilizations.
Weapons and Armors were important in the discovery of new places or the establishment
of new alliances with other tribes, at that time, there was always a risk of conflicts when people meet met
others with different culture and orientations. Stronger nations invade weaker ones so they could take much
needed resources. As such, the development of weapons and armors for security and protection was
considered a major achievement.
A primary challenge they faced was the conservation of life. Different illnesses and diseases, both
natural and man-made, hampered the full potential of a human being. Given this predicament, science and
technology played a major role in the discovery of cures to, if not the prevention of illnesses.
In order to integrate their needs for better transformation, establishment of structures for protection
from human attacks and natural disasters, and construction of bigger and stronger infrastructure- people
ventured into what is known as engineering.
The development would address their specific needs and wants. The development of engineering also
ushered in the introduction of architecture. During the ancient times, elaborative architectural designs were signs of
technological advancement of a particular civilization. In generations, architecture would be considered a status
symbol among nations of how advanced their technology is. It may also establish the identity of a nation.
EARLY HUNTING AND GATHERING TOOLS
An assortment of prehistoric tools provides evidence of the hunting and gathering methods of early
peoples. Slabs of bark were often used to gather nuts and berries and functioned as crude dishes or bowls
(top left). Reproductions of fishing tackle and arrows believed to have been used around 8000 bc are
displayed on the lower left. Recovered tools for
digging and cutting (right) are shown with recreated wooden handles. The heads of the adzes are made
from flint, as is the fire-starter shown below them.
ANCIENT AGRICULTURAL PRACTICES

Relief art on the walls of the tomb of Nefer Sakkara shows Egyptian workers harvesting crops and tending
livestock with rudimentary tools.
GE 7: Science, Technology, and Society Page 2 of 69

ANCIENT SEAL
Seals and stamps have been used to close agreements,
record transactions, and authorize documents for thousands of
years. One of the earliest forms of printing, seals consisted of a
raised or carved design in a rock that was pressed into wet clay
or wax to create a distinctive and reproducible mark. This bull
seal came from India and is considered typical of the era
between 2300 and 1750 BC.
EARLY AGRICULTURAL TOOLS

Humans began farming about 12,000 years ago. The
ability to control their food supply freed people from a nomadic
lifestyle, which allowed for the beginning of cities and towns.
These early farming tools date from about 6,000 BC. The picture
portrays an axe (bottom) used for clearing; flint sickles ( left), used
for harvesting cereal crops; a flat rock and rounded stone
(center), used for grinding flour; and perforated clay slabs ( upper
right), probably used to ventilate bread ovens.
WHEEL STRUCTURES
Considered one of the most important inventions in history, the wheel is more than 5000 years old and
has been crucial to mechanical devices ever since it emerged. The wheels shown here are relatively
sophisticated in comparison to the earliest models. In the case of a fixed axle, the wheel is held in place
beside the chassis by a small peg and revolves independent of the axle. (This model differs from another
standard design, the moving axle, in which the axle is firmly fixed to the wheel and the two components
revolve as a unit.) Early forms of roller bearings, devices that help wheels to turn more smoothly, were
developed around 100 BC. Wheels were initially solid disks, but gradually evolved into the spoked design,
which is both light and strong.
TYPES OF BOATS
Boats are used in a number of ways. They

can be purely recreational, or they can have more
practical uses, such as serving as a home or as a
method of transportation. Even boats with similar
uses may differ in other respects. For example,
methods of propulsion range from oars, to
mechanical engines, to wind-catching sails.
CATAPULT
The catapult worked like a giant slingshot, propelling
large stones, javelins, and other objects over high walls, moats,
and other barriers during ancient times and the Middle Ages. One type of catapult called the mangonel
used the torsion of heavy cords twisted between two uprights to throw heavy stones, but it had little
accuracy.
ANCIENT CHARIOT
A chariot driver cracks his whip to encourage his
horses. Chariot racing was a popular pastime in ancient
Greece and Rome and was recorded as an event in the
ancient Olympic Games.

PYTHAGORAS
Considered the first true mathematician, Pythagoras in the 6th century bc emphasized the
study of mathematics as a means to understanding all relationships in the natural world. His
followers, known as Pythagoreans, were the first to teach that the Earth is a sphere revolving around
the Sun. This detail showing Pythagoras surrounded by his disciples comes from a fresco known as
the School of Athens (1510-1511), by Italian Renaissance painter Raphael.
NICOLAUS COPERNICUS
Polish astronomer Nicolaus Copernicus revolutionized
science by postulating that the earth and other planets revolve about
a stationary sun. Developed in the early 1500s but not published until
years later, his heliocentric (sun-centered) theory disputed the
Ptolemaic theory, popular at the time, which held that the sun and the
planets revolved about the fixed earth. Copernicus at first hesitated in
publishing his findings because he feared criticism from the scientific
and religious communities. After suffering initial disbelief and
rejection, however, the Copernican system ranked as the most
accepted concept of the universe by the late 17th century.
ARCHIMEDES
A Greek mathematician and inventor, Archimedes is
credited with important contributions to the development of
KOphysics. He is known for applying science to everyday life,
developing practical inventions such as the lever and the screw.
These simple machines have found uses as diverse as warfare
and irrigation. Archimedes supposedly discovered the principle
of water displacement while taking a bath, shouting Eureka!
when he realized why his body caused the level of the water to
rise.
PLATO
Plato, one of the most famous philosophers of ancient Greece,
was the first to use the term philosophy, which means love of
knowledge. Born around 428 BC, Plato investigated a wide range of
topics. Chief among his ideas was the theory of forms, which proposed
that objects in the physical world merely resemble perfect forms in the
ideal world, and that only these perfect forms can be the object of true
knowledge. The goal of the philosopher, according to Plato, is to know
the perfect forms and to instruct others in that knowledge

ARISTOTLE
A student of ancient Greek philosopher Plato, Aristotle shared
his teachers reverence for human knowledge but revised many of
Platos ideas by emphasizing methods rooted in observation and
experience. Aristotle surveyed and systematized nearly all the extant
branches of knowledge and provided the first ordered accounts of
biology, psychology, physics, and literary theory. In addition, Aristotle
invented the field known as formal logic, pioneered zoology, and
addressed virtually every major philosophical problem known during
his time. Known to medieval intellectuals as simply the Philosopher,
Aristotle is possibly the greatest thinker in Western history and,
historically, perhaps the single greatest influence on Western
intellectual development
LESSON 2: SCIENCE, TECHNOLOGY AND SOCIETY IN THE MIDDLE AGES
WINDMILL
A water-pumping windmill in Spring, Arizona, provides water for
agricultural use. The blades, or sails, are mounted at an oblique
angle on the horizontal shaft. The fantail rudder steers the
bladed wheel into the wind to maximize the windmill s efficiency.
SQUARE-RIGGER
Shown sailing near Fredriksted, Saint Croix, the square-rigger Denmark is a modern example of a
15th-century sailing ship with rectangular sails on the mainmast, foremast, and rear mizzenmast.
PONTOONED BUSH PLANE

Pontoons allow this bush plane to land on Lake
Abitibbi in Ontario, Canada. Seaplanes have a variety of
uses, but they are particularly valuable to bush pilots who
must frequently make landings in rugged, limited-access
areas.
MICROSCOPE, 18TH CENTURY

This drawing shows a compound microscope used in
18th-century France. First developed in the late 16th century,
compound microscopes use two or more sets of lenses to
achieve high magnification.
WEAPONS OF MEDIEVAL WARFARE

During the Middle Ages, European society developed into
a political and military system known as feudalism. Living under
the threat of invasions from foreigners, the people of Europe also
developed a different kind of weaponry. Mounted warriors, known

as the cavalry, could move quickly and strike hard with axes, pikes, lances, and two-edged swords longer
than those used by men on foot.
GALILEO
Italian physicist and astronomer Galileo maintained that
the earth revolved around the sun, disputing the belief held by the
Roman Catholic church that the earth was the center of the
universe. He refused to obey orders from Rome to cease
discussions of his theories and was sentenced to life
imprisonment. It was not until 1984 that a papal commission
acknowledged that the church was wrong.
RENÉ DESCARTES
The first modern philosopher and founder of the rationalist
school, René Descartes used reason and mathematics to analyze the
world. Descartes book Meditations on the First Philosophy offered a
proof of the existence of God founded on reason, not faith. Descartes
deduced truths about the outer world based on his sensual
perception of it. This method of reasoning became standard
philosophical procedure.
SIR ISAAC NEWTON

Sir Isaac Newton derived the law of universal gravitation,
invented the branch of mathematics called calculus, and
performed important experiments dealing with the nature of light
and color. Newtons discovery of gravity inspired research of
natural laws. The idea that man could unlock the secrets of the
natural world helped to bring about the Age of Enlightenment.
Reason and education earned a higher status than religion in the
society that emerged from this new age.
LESSON 3: SCIENCE, TECHNOLOGY AND SOCIETY IN THE MODERN TIMES

ALEXANDER GRAHAM BELL'S TELEPHONE
Alexander Graham Bell constructed this prototype telephone in
1875. The device consists of a coil of wire, a magnetic arm and a taut
membrane. Any sound causes the membrane, and hence the
magnetic arm, to vibrate. The movement of the magnet induces a
fluctuating electric current in the coil. This electrical signal can be
reconverted into sound by an identical apparatus at the other end of
the circuit.
INCANDESCENT LAMP
In an incandescent lamp, an electric current flows through a thin
tungsten wire called a filament. The current heats the filament to about
3000°C (5400°F), which causes it to emit both heat and light. The bulb
must be filled with an inert gas to prevent the filament from burning out.
For many years incandescent lamps were filled with a mixture of nitrogen
and argon. Recently the gas krypton has been used because it allows the
filament to operate at a higher temperature, which produces a brighter light.

MICROPHONE
Early radio programs depended on microphones, devices that

convert the energy of sound into electrical current. Once sound is
transformed into electrical energy, it may be amplified with relatively
little distortion. Developed around 1875, the initial models of the
microphone were bulky, but frequently used because they represented
an exciting new medium for communication. Here, Lowell Thomas
prepares for an
NBC broadcast.
HANDHELD COMPUTER
The handheld computing device
attests to the remarkable
miniaturization of computer
hardware. The early computers of the 1940s were so
large that they filled entire rooms. Technological innovations, such as the integrated circuit in 1959 and the
microprocessor in 1971, shrank computers central processing units to the size of tiny silicon chips.
Handheld computers are sometimes called personal digital assistants (PDAs).
ROBOTICS
This robotic hand is capable of performing the delicate task of picking up and holding an egg
without breaking it. A tactile array sensor located on the right half of its gripping mechanism sends
information to the robot's control computer about the pressure the robotic hand exerts; given this
information, the control computer instructs the robotic hand to loosen, tighten, or maintain the current
gripping force. This feedback loop repeats continuously, enabling the
robotic hand to stay in between the two extremes of dropping and
crushing the egg.
LOUIS PASTEUR
French scientist Louis Pasteur made important contributions
to many scientific fields during the mid-1800s. He is considered the
founder of the field of microbiology, working with the germ theory of
disease to establish and explain the causes for many diseases. In
1857 he showed that microorganisms are responsible for food
spoilage.
CHARLES DARWIN
Charles Darwins theory of natural selection became the
foundation concept supporting the theory of evolution. Darwin s
theory holds that environmental effects lead to varying degrees
of reproductive success in individuals and groups of organisms.
Natural selection tends to promote adaptation in organisms when
necessary for survival. This revolutionary theory was published
in 1859 in Darwins famous treatise On the Origin of Species by
Means of Natural Selection.
SIGMUND FREUD
In the late 19th century Viennese neurologist Sigmund Freud developed a theory of personality and a
system of psychotherapy known as psychoanalysis. According to this theory, people are strongly influenced
by unconscious forces, including innate sexual and aggressive drives. In this 1938 British Broadcasting
Corporation interview, Freud recounts the early resistance to his ideas and later acceptance of his work.
Freuds speech is slurred because he was suffering from cancer of the jaw. He died the following year.

LESSON 4: PHILIPPINES INVENTIONS
JEEPNEY
The most unique form of transportation in Manila is the
jeepneya converted army jeep outfitted with many
decorations. The colorful jeepneys are often used for short trips
within the city and are an integral part of Manila s public
transportation system, which also includes bus and rail lines.
SALAMANDERAMPHIBIOUS TRICYCLE
An ordinary transport vehicle that can cross not only flooded streets but also rivers and lakes
invented by Victor Llave and his team at H2O Technologies.
SALt LAMP
A young Filipina inventor named AISA MIJENO was able to invent a lighting system that utilizes a
material abundant in the Philippines- the salt water. She invented the Sustainable Alternative Lighting
SALt) lamp. It is a mixture of a glass of tap water with 2 table spoon of salt.
MEDICAL INCUBATOR
Dr. Fe del Mundo a Filipino pediatrician and the first Asian women admitted into Harvard MedicaL
School, devised a medical incubator made from indigenous and cheap materials w/c did not run by
electricity.
OUTSTANDING FILIPINO SCIENTISTS
1. Ramon Cabanos Barba outstanding research on tissue culture in Philippine mango.

2. Josefino Casas Comiso works on observing the characteristics of Antartica by using satelite images.
3. Jose Bejar Cruz, Jr elected as officer of the famous Institute of Electrical and Electronic Engineering.
4. Lourdes Jansay Cruz research on sea snail venom.
5. Fabian Millar Dayrit research on herbal medicine.
OTHER OUTSTANDING FILIPINO SCIENTIST RECOGNIZED WORLDWIDE
1. Caesar A. Saloma an internationally renowned physicist

2. Edgardo Gomez famous scientist in marine science
3. William Padolina chemistry and president of the National Academy of Science and
Technology(NSAT) Philippines
4. Angel Alcala marine science
SELF-CHECK:
Informational poster:
1. Make an informational poster indicating the significant contribution/scientific and technological

developments in the world (or in the Philippines) that created a large impact on your life.
2. You will be graded according to: a. required elements b. labels c. graphics and relevance d. attractiveness
and e. grammar.

SELF-REFLECT
Activity 2:
Watch this 3 minutes movie World s Greatest Inventions on YouTube, and give your own reflection
by stating how science and technological developments sets its importance and its salient features as
time passes by.
You may visit this site: https://you.be/VizAMSRooLc
References
1. Quinto, E.J.M. & Nieva, A.D. (2018). Science, Technology and Society: Outcome-Based Module
(1st ed.) C & E Publishing, Inc. Quezon City Philippines.
2. Mcnamara, D.J., Valverde, V.M., & Beleno, III R. (2018). Science, Technology and Society (1 st ed).
C & E Publishing, Inc. Quezon City, Philippines.
3. Ballena, N.D.S., Bernal, R.D., Paquiz, L.G., Ramos, R.C., & Viet, L, C. (2004). Science Technology
and Society. Trinitas Publishing, Inc., Trinitas Complex, Pantoc Road, Pantoc, Meycauayan 3020
Bulacan.
SCIENCE, TECHNOLOGY, AND SOCIETY AND ITS HISTORICAL DEVELOPMENTS
OVERVIEW
Science and technology are dynamic processes engaged in by man to satisfy two basic needs
the thirst for knowledge and the material requirements for human survival and prosperity. Science and
technology had been around even before the words biology, physics, chemistry, engineering, and
agriculture were coined.
Science is the description, understanding and prediction of physical phenomena through the use
and generation of verifiable theories, laws, and principles. Research and development is a usual activities
associated with science as a process. It involves the acquisition of new knowledge and the utilization of
such knowledge to devise new or improved products and processes.
Technology is the use of scientific knowledge and/or empirical somehow for the production,
improvement, and distribution of goods and services, as well as the satisfaction of other material needs. On
the other hand, it is more related to economic activity.
The outputs of technological activity are necessarily composed of both software and hardware .
Software refers to methods, techniques, organization, and management. Hardware pertains to tools,
equipment, machines, and materals (UNESCO, 1979; Posadas, 1985).
The core activity of technology is technological innovation that seeks to transform the prototype
inventions of Research and Development into commercial product or process (Posadas, 1985). Another
important activity is the utilization of technology itself. The actual use of technology in the production
process points out the potentials as well as the problems associated with a particular technology.
Society is a group of persons joined together to for a common purpose or by a common interest.
They come to learn and perform behavior expected of them.

The society makes use of science to come
up with better technology in order for its people to
live in accordance with their necessities. The human
successes and failures revolve around military,
economic, and medical significance. Science and technology can either yield a positive or a negative result
to human survival. Ethical dilemmas and social conflict will build up in light of abounding beliefs and culture
that are slowly disintegrating or vice versa, vis-à-vis the changes made by science and technology if our
society.
From the beginning of time, man has strived to improve his way and quality of make life. The
caveman discovered how to make and use tools, developed a logical sequence for activities, and evolved
processes that added value to his life. The totality of the use and application of his knowledge, skills, tools,
and materials constitutes what we today describe as technology.
OBJECTIVES
At the end of this lesson the students should be able to;
 Discuss the interactions between S&T and society throughout history.
 Discuss how scientific and technological developments affect society and the
environment.
SELF-CHECK
Lets do this!
Test 1. Identification. Read the following questions and give on what is/are being asked in each
item. Write your answer on the space provided before each number.
____________1. Who first described Newtons rings?

____________2. Who first successfully explained Newton s ring?
____________3. Who first gave a correct explanation why the sky is blue?
____________4. Who invented the Wheatstone bridge?
____________5. Who first patented the telegraph?
____________6. Who invented the Morse code?
____________7. Who first experimentally verified Coulomb s law of electric attraction?
____________8. Who first performed Faraday s ice pail experiment demonstrating electrostatic
shielding?
____________9. Who invented the decimal point notation in mathematics?
___________10. Who invented the drip coffee pot?
___________11. Who first made carbonated water?
___________12. What chemist was the first to discover and describe color blindness?
___________13. Who first formulated LHospital s rule for evaluating indeterminate algebraic
forms?
___________14. Who first made a Galilean (non-inverting) type telescope consisting of a positive
objective lens and a negative eyelens at opposite ends of a tube?
___________15. Who invented the microscope?
___________16. Who first made the Keplerian (astronomical, inverting) type telescope consisting of a
positive objective lens and a positive eyelens at opposite ends of a tube?
___________17. Who first made a Newtonian reflecting telescope with a concave objective mirror?
___________18. Who first proposed and performed the experiment of dropping two balls of different weight
from a high tower to test Aristotelians assertion that they d fall at different speeds?
___________19. Who first performed the experiment of flying a kite to draw down the electric fluid of
lightning?
___________20. Who does lie buried in Grant s tomb? Where is Grant s tomb? How many bricks are in
Grants tomb?
CHAPTER 2: INTELLECTUAL REVOLUTIONS THAT DEFINES SOCIETY
To many countries, development is simply becoming in the future of what industrialized countries are today.

The shift from nomadic life to farming led to the development of cities: a) network and transportation; b)
specialized labor; c) government and religion; and d) social class.
It was during the 15th century, with the accelerated pace of developments, that many inventions
evolved. Such period radically changed the so-called conventional way of life of the western world.
CONTENT/LESSON PROPER:
LESSON 1: SOCIETAL TRANSFORMATION BY SCIENCE AND TECHNOLOGY
COPERNICAN
This caused the paradigm shift of how the earth and sun were placed the heaven/universe. It is the
idea that rejected Ptolemic model (earth is the center of the solar system) and proved the heliocentric
model (sun is the center of the solar system having the earth revolving around it)
DARWINIAN
This has brought a great impact on how people approach Biology forever. This revolution provided
a difference in The Theory of Creation. The Darwinian revolution started when Charles Darwin published
his book The Origin of the Species that emphasizes that humans are the result of the evolution.
FREUDIAN
This theory has started to revolutionized psychiatry with Sigmund Freud. This includes the
Freudian Theory of Personality that involves the human development contributes to his/her personality
and also his psychoanalysis that is the process that is the process for achieving proper functioning if a
human does not compete his/her developmental stages.
INFORMATION
This has been the era in which technology has been prevalent. It is also known as the Computer
Age that has brought so much change on how are we living today.
MESO-AMERICAN
It has contributed a lot ideas or discoveries for Archeology. The temples and pyramids left a lot
about Architecture that leads us to study more of it.
ASIAN
The revolution itself taught Asian countries about freedom and independent nationhood along the
improvement brought by it internally.
MIDDLE EAST
The revolutions in the Middle East were a product of the development and growth of individual
nationalism, imperialism, for the efforts to westernize and modernize Middle Eastern societies and to push
the declining power of the Ottoman Empire and the Arab region.
AFRICAN
The fight against colonialism and imperialism in Africa.
Source: Brainly.ph-https://.ph/questions/1623302#readmore
SUMMARY:
Variables that Influence the development of science and technology

 Creativity
 Curiosity
 Critical thinking
 Passion to know
 Passion to discover

Three revolutions that defined society
 Ideas of Known Intellectuals
 Cradles of Early Science
 Information revolution
Three ideas of known intellectuals

 Copernican
 Darwinian
 Freudian
Four Cradles of Early Science

 Meso-American
 Asian
 Middle East
 African
Nicholaus Copernicus (1473-1543)

 Astronomer who proposed that planets revolve around the sun
Copernican Revolution
 Heliocentric model with the sun at the center of the solar system
Charles Darwin (1809-1882)

 English natural scientist who formulated a theory of evolution by means of natural selection
Darwinian Revolution
 Evolution by means of natural selection
Two books that gave birth to the Darwinian revolution

 On the Origin of Species
 The Descent of Man
On the Origin of Species (1859)

 Presented evidence on how species evolved overtime
The Descent of Man (1871)

 Introduced the idea of all organic life under the realm of revolutionary thinking
Sigmund Freud (1856-1939)

 Austrian neurologist who founded psychoanalysis
Freudian Revolution
 Developed an observational method to study human s inner life
 Focuses on human sexuality and evil nature of man
2 Methods of Psychoanalysis
 Stream of consciousness
 Free association
Three aspects on effects of Freudian revolution

 Literature
 Visual Arts
 Music
Dadaism
 Irrationality

Surrealism
 Liberate the subconscious from the bond of consciousness
Meso-American Civilizations
 Mayan
 Inca
 Aztec
Contributions of Mayan Civilization

 Astronomy-incorporated in temples or religious structures,
 prediction of eclipses
 use of astrological cycles in planting and harvesting
 Mayan hieroglyphics
 Concept of zero
Contributions of Inca Civilization

 Irrigation system
 First suspension bridge
 Quipo
Contributions of Aztec Civilization

 Chocolate
 Chinampa technology
 Canoe
 Mandated children to get education
 Antispasmodic medication
Asian Civilization
 India
 China
 Middles East
Susruta Samhita
 Text on surgical procedures from Ancient India
Siddhanta Shiromani
 Ancient text with topics including like longitude and latitude of planets, eclipses, path of sun, and
moon
Contributions of India
 Medicine Astronomy
 360 days with 12 equal parts of 30 days
 Mathematics
 Mohenjo-daro ruler
 Trigonometry
 Gravity as a force of attraction
 Mathematical analysis
SELF-CHECK!
MY GALLERY: In a creative way, summarize the intellectual revolutions that defines society in any form.
You are encouraged to collect pictures with well-defined description. Make sure to showcase the significant
contributions that takes place in each of the revolutionary advancements presented in the text.
You will be graded according to:

Creativity - 20%
Description - 25%
Mechanics - 25%
Creativity - 20%
Promptness - 10%
Total - 100%
LESSON 2: SURVEY OF SCIENTIFIC DEVELOPMENT
A. Greek and Roman Times

1. Ancient Greek the first culture to undertake true scientific inquiry. After the equivalent
upheavals caused by the discovery and use of iron weapons, the Greeks began to explain the
universe and themselves in a deeper way.
The earliest Greeks were settled along the western coast of Asia Minor, in Sicily and South
Italy, where the following have been fully developed:
a. Basic elements of mathematics
b. Astronomy
c. Mechanics
d. Physics
e. Geography
f. Medicine
THE FIRST FIVE CENTURIES, B.C.

The potential ruin of Hellenic Greece caused such deep changes all around that scholars agreed in
using a new name to designate the new culture, which developed chiefly from the third century.
During this time, the center was no longer in Athens and other Greeks cities which were
established outside of Europe.
The golden age of the Greeks in Science coincided with their golden age in Literature and Arts which took
place primarily in Athens on fourth and fifth centuries, B.C. that golden century was brought to a close by a
political murder of Socrates in 399 B.C.
The fourth century was even richer in scientific achievement and was dominated by two greatest
personalities in history. The first half was dominated by Plato and the second half by Aristotle.
15th Century
Major developments happened in this century. Some notable changes which radilly changed the
course of the Western World are as follows:
a) Invention of typography about the middle of the 15 th century.
b) Geographic discoveries initiated by Henry the Navigator which reached its climax at the end
of the century with the voyage of Columbus and other.
c) Printing opened the production of standard texts and a little later, standard illustration.
For the first time, the progress of knowledge could be registered as soon as it was standardized
and transmitted to every corner of the civilized world. Until this period, East and West had worked
together, but now the Muslim East, increasingly inhibited by religious obscurism, rejected printing
and ceased to cooperate with the western world.
The discovery of printing was so important that it is well to consider it the beginning of the new
period, the so called-Renaissance, which was almost exclusively Western as far as Science is
concerned.
RENAISSANCE
The recovery of the texts of the Greek classics, most of which had been known only through Latin
translation of Arabic writings, was well-known during the Renaissance period. This period is considered as
the continuation of the Middle Age.
Growth of Academics

During the Renaissance, printing shops became numerous and the number of printed books
increased immeasurably thereafter.
Improved Communication of Scientific Knowledge

Another factor in the scientific revolution was the rise of learned societies and academics in various
countries. The earliest of these were in Italy and Germany which is short lived. More influential were the
Royal Society of England (1660). The former was a private institution in London and included such
scientists as Robert Hooke, John Wallis, William Brouncker, Thomas Sydenham, John Mayow, and
Christopher Wren (who contributed not only to architecture but also to astronomy); the latter was a
government institution and was included as a foreign member of the Dutchman Huygens. In the 18 th
century, important royal academics were established in Berlin (1700) and at St. Petersburg (1724). The
societies and academics provided the principal opportunities for the publication and discussion of scientific
results during and after the scientific revolution (Compton Encyclopedia Interactive, 1996).
First Academics of Science date from the 16 th century

1. Academia del Lincel in Rome (1603-1630)
2. Academia del Cimento in Rome (1657-1667)
3. Royal Society in Florence (1662)
4. Academie des Sciences in Paris (1666)
The rebirth and development of science began with the publication of books that are now considered
as the main monuments of modern science, to wit:
1. On the Revolution of Heavenly Spheres by Nicolaus Copernicus (1500)
2. On the Fabric of the Human Body by Andreas Vesalius (1543)
3. Principia Mathematica of Sir Isaac Newton (1687)
4. Traite de la Lumiere of Christian Huygens (1690)
LESSON 3: THE REJECTION OF TRADITIONAL PARADIGMS THE SCIENTIFIC
REVOLUTION
1. NICOLAUS COPERNICUS (1473-1543)

 Broke with the traditional belief, supported by both scientists and
theologians that the earth was at the center of the universe. A Polish
astronomer and mathematician who was a proponent of the view of an
Earth in daily motion about its axis in yearly motion around a stationary sun.
This theory profoundly altered later workers view of the universe but was
rejected by the Catholic Church.
 He was accounted for placing the Sun not the Earth at the center of the
cosmos. He was able to place the planets in order of their distances from
the sun by considering their speeds and thus to construct a system of the
planets.
 In 1543, on his deathbed, Copernicus finished reading the proofs of his

great work: he died just as it was published. His epochal book, De
revoutionibus orbium coelestium (On the Revolutions of the Celestial
Spheres and became a landmark in the history of modern science that is
known as the Copernican Revolution .
It is often regarded as the starting point of modern astronomy and the

defining epiphany that began the Scientific Revolution. Although Greek,
Indian and Muslim savants had published heliocentric hypotheses centuries
before Copernicus, his publication of a scientific theory of Heliocentrism,
demonstrating that the motions of celestial objects can be explained without
putting the Earth at rest in the center of the universe, stimulated further
scientific investigations, and became a landmark in the history of modern
science that is known as the Copernican Revolution.

2. TYCHO BRAHE (1546-1601)
 Danish astronomer who made accurate measurements of the star and
planets before the telescope. He also discovered new star in 1557. In
1563, he observed the conjunction of Jupiter and Saturn which clearly
demonstrated to him the inaccuracy of the existing records of planetary
positions.
 He rejected the Copernican system and believed that the Sun revolves
around the Earth. His observation of the comets of 1557 and five
subsequent comets also convinced him that their orbits were far beyond
the lunar orbit.
 This discovery, and the phenomenal accuracy of his observations of
planetary positions, laid him a firm basis for the breakthrough
of the Copernican world view in the 17th century.
 Brahe also cast doubt upon the Aristotelian doctrine of

heavenly perfection. Perhaps the most serious critical blows
struck were those delivered by Galileo after the invention of
the telescope.
In quick succession, he announced that there

were mountains on the Moon, satellite circling
Jupiter, and spots upon the Sun.
The Invention of telescopes
3. GALILEO GALILEI (1564-1642)

 Formulated the basic law of falling bodies in 1604. He also
invented the telescope in 1608 that was used to confirm his belief
in the Copernican heliocentric system which he banned to
publicize.
 He made his most notable discovery about the pendulum the
period (the time in which a pendulum swings back and forth) does
not depend on the arc of the swing (the isochronism).

 His discoveries proved the Copernican system which states that the
earth and other planets revolve around the sun. Prior to the
Copernican system, it was held that the universe was geocentric,
meaning the sun revolves around the earth.
4. JOHANNES KEPLER (1571-1630)

 A German astronomer who discovered the three major laws of
planetary motion
 Three major laws of planetary motion conventionally designated as
follows:
1. The planets move in elliptical orbits with the Sun at one focus;
2. The time necessary to transverse any arc of a planetary orbit is proportional to the area
of the sector between the central body and that arc (the area law ); and
3. There is an exact relationship between the squares of the planets periodic times and the
cube of the radii of their orbits (the harmonic law )

1st law 2nd law 3rd law

5. PARACELSUS
 Rejected the older alchemical and medical theories and founded iatrochemistry, the forerunner of
modern medical chemistry.
6. ANDREAS VESALIUS
 Like Paracelcus, turned away from the medical teachings of Galen and other early authorities and
through his anatomical studies helped found modern medicine and biology. The philosophical
basis for the scientific revolution was expressed in the writings of Francis Bacon who urged that
the experimental method plays the key role in the development of scientific theories.
7. RENE DESCARTES
 The universe is a mechanical system that can be describe in mathematical terms
8. CHRISTIAN HUYGENS
 Perfected the mechanical clock in the late 16 th century and improvements in telescope.
9. ISAAC NEWTON
 In 1600s, Newton used the findings of others to develop a unified view of the forces of the
universe. In his book Principia (1687), he formulated a law of universal gravitation and showed
that both objects on the earth and the heavenly bodies obey this law.
 In his studies of lenses and prisms laid the foundation for the modern study of optics.
 Newton and Gottfried Wilhelm Leibniz, independently developed a new system of
mathematical calculus.
MODERN PHYSIOLOGY - early in the 1600s

10. WILLIAM HARVEY
 Performed careful experiments and used simple mathematics to show how blood circulates
throughout the human body.
11. ROBERT HOOKE
 In the mid-1600s, an English scientist, pioneered the use of microscope to study the fine
strctures of plants and animals and uncovered a new world of cells.
12. ROBERT BOYLE
 In the mid-1600s, an Irish scientist, helped establish the experimental method in chemistry. He
introduced many new ways of identifying the chemical composition of substances.
(Encyclopedia Brittanica Interactive, 2000)
DISCOVERIES
1. Wilhelm Conrad Roentgen - discovered x-ray in 1895
2. Antoine Henry Becquerel - radioactivity in 1896
3. Pierre and Marie Curie - radium in 1898
4. Sigmund Freud - psychoanalysis in 1900
5. Max Planck - discovered the theory of quanta in 1901
6. Hugo De Vries - theory of mutations in 1901-1903
7. Albert Einstein - special and general theories of relativity in 1905 - 1916
8. Baron Rutherford - the disintegration of atom in 1919
Self-Reflect
Activity No. 2
Read the questions comprehensively then answer with authenticity that is free from any bias just like
copy and paste practice. Take note that your answers will be subjected for plagiarism check.

1. How did early men invent and fashion their tools for day to day living?
2. How did they domesticate animals and learn the tricks of husbandry?
3. How did they obtain the rudiments of arithmetic, geometry, and astronomy?
4. How did they find the best foods for health and the best drugs for sickness?
References
Bulacan.
CHAPTER 3: SCIENCE AND TECHNOLOGY AND NATION BUILDING
Overview
The development and technology in the Philippines has already come a long way. Many significant
inventions and discoveries have been accomplished by or attributed to Filipinos. This also presents initial
surveys contributions of Filipino scientists to science and technology. It then traces the historical
development and impact of science and technology on the various segments of Philippine society. This
chapter tackles how the development of science and technology affect the development of the Philippines
as a nation. The discussions are geared toward engaging students in a critical analysis of science and
technology as a tool for nation building.
Objectives
At the end of this lesson the students should be able to;
 Identify the contributions of Filipino scientists in science and technology;
 Enumerate critical points in the history of science and technology in the Philippines and
how these developments affected society and the environment;
 Explain the role of science and technology in nation building;
 Explain how early Filipinos applied scientific principles in their daily living;

 Present government policies on science and technology and explain importance to
nation; and
Motivation/ Take-off
LOOK FOR ME!
Instructions. Research on the major contribution of the following Filipino scienctists. Alternatively, you
may identify 10 Filipino scientist and their contributions that are not part of the list. Be ready to present this
in a creative way
1. Anacleto Del Rosario 6. Ignacio Mercado

2. Francisco Quisumbing 7. Trinidad Pardo de Taver
3. Gregorio F. Zara 8. Ramon Barba
4. Julian Banzon 9. Agapito Flores
5. Manuel Guerrero 10. Juan Salcedo, Jr.
Lesson Proper
LESSON 3.1: THE PHILIPPINE GOVERNMENT SCIENCE & TECHNOLOGY AND NATION-BUILDING
PRE-COLONIAL PERIOD
Scientific and technological development in the Philippines began in the pre-colonial period. Even
before the Spaniards came to the Philippine islands, early Filipinos settlers were already using certain
plants and herbs as medicines. Systems of farming and animal-raising were also implemented. Moreover,
early Filipinos had also developed different modes of transportation, whether terrestrial or maritime.
A complicated engineering feat was achieved by the natives of the Cordilleras when they built rice
terraces by hand. Through these terraces, the people were able to cultivate crops of the mountainsides in
cold temperatures. They incorporated an irrigation system that uses water from the forests and mountain
tops to achieve an elaborate farming system. The rice terraces of the Cordilleras, which are still functional,
show the innovative and ingenious way of the natives to survive in an otherwise unfriendly environment.
COLONIAL PERIOD
Colonization by Spaniards provided the Philippines with modern means of construction. Walls,
roads, bridges, and other large infrastructures were built using some of the engineering skills and tools
brought by the Spaniards. In addition, the Spaniards government developed health and education systems
that were enjoyed by the principalia class.
The American occupation modernized almost all aspects of life in the Philippines. They established
a government agency, the Bureau of Science, for the sole purpose of nurturing development in the field of
science and technology.
POST-COLONIAL PERIOD
After achieving independence from the colonizers, the Philippines, under different administrations,
continued to pursue programs in science and technology. Each leadership had its own science and
technology agenda. However, it is important to note that some of the Philippine Presidents posted more
developments in the field than others.
One of the presidents who ushered in advancements in science and technology was former
president and dictator Ferdinand Marcos. Under his term, many agencies ins science and technology were
established and strengthened, including the Philippine Atmospheric Geophysical and Astronomical
Services Administration (PAGASA) in place of the abolished Weather Bureau; the National Academy of
Science and Technology (NAST); the reconstituted National Science and Technology Authority (originally
established in 1958 as the National Science and Development Board and now the Department of Science
and Technology), among others. Marcos saw that the key to nation-building is the continued development
of science and technology. The progress in science and technology continued even after his dictatorial rule
and the presidents after him left their own legacies in the field.
Self-check
Lets do this!

COMPLETE ME!. Read the following questions comprehensively then supply the needed
information by reflecting on it. Textual evidences are encouraged to be provided in citing significant ideas
about science and technology in the Philippines.
1. Trace the development of science and technology from the pre-colonial times up to the present.
What have you observed?
2. What do you think are the major contributions of science and technology to Philippine nation-
building?
3. What specific government policy do you like the most in terms of contributing to the development of
science and technology in the Philippines?
4. What do you think are the major contributions of the Philippines to the field at present?
5. What policies do you want the government to implement in the near future? Why?
Test II.
MAKE A DIFFERENCE WITH YOUR IMAGINATION!!
Imagine that you are elected as President of the Republic of the Philippines after the Marcos
regime. Identify some of the achievements that you have in the field of science and technology under you
administration and trace the events that will tell us that helped shape the Philippines as a nation.
Show your findings in a 10 minute creative video presentation.
Please be reminded that you will be grade according to:
a. Overall look and uniqueness relative to other videos - 10

b. Relevance to the requirements - 40
c. Audio, video quality and credits/references - 25
d. Mechanics (organization, grammar, spelling and etc.) - 15
e. Promptness - 10
Total 100
LESSON 3.2: GENERAL CONCEPTS IN THE PHILIPPINES: HISTORICAL DEVELOPMENTS IN

SCIENCE AND TECHNOLOGY
Overview
Science and technology in the Philippines had its

beginnings during the pre-colonial times. During this period,
people used herbal medicine to treat illnesses. To facilitate
trading, Filipinos made use of writing, numerical, measurement,
and calendar systems. Farming, fishing, mining, and weaving
were the first livelihood skills developed by Filpinos. In some
cases, the techniques Filipinos developed for livelihood
purposes resulted in majestic architectural designs that
managed to attract worldwide attention like the Banaue https://images.app.goo.gl/7QhGfyEdY5LPx4dE7
Rice Terraces of Ifugao.
During the Spanish colonial period, science and technology developed through the establishment
of formal education institutions and the launching of scientific organizations. Schools were mandated to
teach religion, mathematics, reading and writing, music and arts, and health and sanitation. Medicine and
biology were taught in different educational and training institutions. Since agriculture was the major
livelihood of Filipinos, the natives were trained to use innovative approaches in farming. To construct
buildings, churches, bridges, roads and forts, engineering was introduced and developed as well. The rapid
development of scientific principles influenced by Western culture during the Spanish colonial period was
shortchanged. This is why agriculture and industrial developments were during the latter part of the
Spanish era. Instead, trade was prioritized due to possible bigger profits.

When the Americans came, institutions for science and technology were reorganized as well. For
example, the former Laboratorio Municipal was replaced by the Bureau of Government Laboratories the
United States' Department of Interior. The Bureau was established
for the purpose of studying tropical diseases and pursuing other
related research projects. Eventually in 1905, the Bureau was
change to Bureau of Science, which became the main research
center of the Philippines.
ln 1933, the Natieonal Research Council of the Philippines

was established. Developments in science and technology during
the American regime were focused on agriculture, medicine and
pharmacy, food processing, and forestry. In 19406, the Bureau of
Science was replaced by the Institute of Science. https://images.app.goo.gl/TmJkqmqoTvys6p9Q7
During the time of former President Ferdinand Marcos,

the role of science and technology in national development was
emphasized. He mandated the Department of Education and Culture ,
now known as the Department of Education (DepEd), to promote
science courses in public high schools. Additional budget for research
projects in applied sciences and science education was granted by
Marcos. A big chunk of the war damage fund from the Japanese was
donated to private universities and colleges for the creation of science
and technoloy-related courses and to promote research. The 35-
hectare lot in Bicutan, Taguig was proclaimed in 1968 as the
Philippine Science Community , now the site of the Department of
Science and Technology (DOST). Seminars, workshops, training
programs, and scholarships on fisheries and oceanography were
https://images.app.goo.gl/5QiMKytRi1jFxdVu6
also sponsored by the government during Marcos presidency.
The Philippine Coconut Research Institute (PHILCORIN) was
tasked to promote the modernization of the coconut industry.
Several agencies and organizations were then established like the Philippine Textile Research Institute,
Philippine Atomic Energy Commission (now the Philippine Nuclear Institute), National Grains Authority
(now the National Food Authority), Philippine Council for Agricultural Research now the Philippine Council
for Agriculture, Aguatic, and Natural Resources Research and Development), Philippine Atmospheric,
Geophysical and Astronomical Services Administration (PAGASA), Philippine National Oil Company, Plant
Breeding Institute,
International Rice Research Institute (RRI), Bureau of Plant

Industry, Bureau of Forest Products, and the National Committee on
Geological Sciences. The National Science Developmen Board (NSDB )
was reorganized as the National Science and Technology Authority
(NSTA) in 1981. In 1976, Marcos established the National Academy of
Science and Technology (NAST) to be the reservoir of scientific and
technological expertise in the country. Salary increases for teachers and
administr ators at the Philippine Science High School were granted and
the Mindanao and Visayas campuses of the Philippine Science High
School were established during Marcos' time. https://images.app.goo.gl/J7VyUaz427fxpS4P6
In 1986, under President Corazon Aquino, NSTA was

renamed DOST. This was done in order for the science and technology sector to be represented in the
cabinet and thus play an integral role in the country's sustainable economic recovery and growth. The
Science and Technology Master Plan penned by DOST aimed to update the production sector, improve
research activities, and develop infrastructures for the science and technology sector.
In 1987, during the presidency of Fidel Ramos, the Philippines had approximately 3,000 competent
scientists and engineer The "Doctors to the Barrio" Program made healthcare accessible even in far flung

areas in the country. Incentives were given to people who played significant roles in the science and
technology sector. The National Program for Gifted Filipino Children in Science and Technology was
created for high school students who wanted to major in science and engineering in college. It was also
during Ramos term that a number of laws and statutes related to the science and technology sector were
mandated such as RA 8439: Magna Carta for Scientist Engineers , Researchers and other Science and
Technology Personnel in Government; RA 7687: Science and Technology Scholarship Act of 1994 ; RA
7459: Inventors and Inventions Incentives Act; and RA 8293: The Intellectual Property Code of the
Philippines.
RA 8749: The Philippine Clean Air Act of 1999 and RA 87 Electronic Commerce Act of 2000 were both
signed and mandated during the term of President Joseph Estrada. He was also responsible for
implementing cost-effective irrigation technologies and providing basic health care services for those who
could not afford them.
During the administration of President Gloria Macapagal- Aroyo, the science and technology sector
were developed to strengthen the education system and to address poverty. The term Filipinnovation was
coined to refer to the Philippines as an innovation hub in Asia. Arroyo also promulgated RA 9367: Biofuels
Act, to utilize indigenous materials as sources of energy. However, the act was not able to produce positive
outcomes because of the lack of technology to source raw materials. It was also in Arroyo's term that
farmers were encouraged to use rice that can withstand environmental hazards. RA 10601 : Agriculture and
Fisheries Mechanization (AFMech) Law was also passed to modernize agricultural and fisheries machinery
and equipment.
In 2014, President Benigno Aquino III named new National Scientists namely, Gavino C. Trono, for
Marine Biology, Angel C. Alcala, for Biological Science, Ramon C. Barba, for Horticulture, and Edgardo D.
Gomez, also for Marine Biology
Today, in the administration of President Rodrigo Duterte, the Science and technology sector is
seen to be a priority based on the budget for research and development (R&D) that grew by nearly six
times over the same period. Formulation of programs and policies that will aid in shaping the country is
backed up President Duterte. The focus of DOST is to put the results of R&D into commercialization in
order to gain new intellectual properties. Currently, the Philippines has the Philippine Space Technology
Program which launched Diwata-2 in 2018 after the launch of Diwata-1 in 2016 that displayed the
Philippine flag in space. Besides space technology, the current administration also gives importance to
agriculture and disaster preparedness.
https://images.app.goo.gl/RsgnTgteSEgAwqi99 https://images.app.goo.gl/HoC6gLYmUvTYKVDa8 https://images.app.goo.gl/ghFsSUe47tbn8w898 https://images.app.goo.gl/hSAnyzpGqfUQnDHb7
GAVINO C. TRONO ANGEL C. ALCALA RAMON C. BARBA EDGARDO D. GOMEZ
SCIENCE AND TECHNOLOGY IN THE

PHILIPPINES
AND THE ENVIRONMENT
Science and technology have numerous
contributions to society. The mechanization of
farming, for instance, is necessary for

agriculture, being the number one source of food production. Agricultural development needs to cope with
the rapidly and exponentially growing population.
Tools such as water pumps and sprinklers help in managing the damaging effects of extreme heat
caused by climate change on crops. Science and technology have also made it possible to produce
genetically modified crops, which grow faster and are more resistant to pests. Fertilizers that increase
nutrients in the soil enhance the growth of the crops and produce high quality yields. However, many
research show that genetically modified crops and fertilizers made from strong chemicals are not
environment friendly. Science and technology improved transportation by land, air, and sea Communication
has improved through technological advancements. With the internet and the rise of social media,
information is transmitted easily and rapidly. Through technological developments, ways of learning also
changed. Learning management systems used in education are now through computers, mobile phones,
tablets, and other gadgets. Online learning has also become popular in various disciplines like
mathematics, physics, biology, geography, economics, and others
These contributions of science and technology, however, always come with adverse impacts
especially on the environment. One is resource depletion. The increasing number of new and advanced
techhnologies in the production and manufacture of different goods and services results in the depletion of
the Earth's natural resources. Wastes are also generated as these technologies are developed. People
have also become too dependent on science %2F503399744890994688%2F1024%2F10%2Fscaletowidth&imgrefurl=http%3A%2F%2Finto-
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and technologies, making them disregard its WM&w=650&h=433&itg=1&source=sh%2Fx%2Fim
consequences that may be damaging to the
environment.
ACTIVITY 3.2. PHILIPPINE SCIENCE AND TECHNOLOGY INNOVATION

Part 1.
Instructions: Choose one among the following Filipino scientists and inventors:
1. Paolo Campos 8. Ame Garong
2. Angel Alcala 9. Raymundo Punongbayan
3. Ricardo Sigua 10. Gavino Tronio
4. Maria Ligaya Braganza 11. Proceso Alcala
5. Baldomero Olivera 12. Alfredo Galang
6. Dioscoro Umali 13. Benito Lumen
7. Diosdado Banatao
Your task is to create a flash card (short sized bond paper) showing the profession of the scientist/inventor,
his/her specialization, his/her most significant contribution. You are encourage to be creative in doing the
activity.
ACTIVITY 3.2 THE FATE OF THE PHILIPPINE SCIENCE AND TECHNOLOGY INNOVATION
Part 2
Instructions: In form of Trio/Triad, from the inventors featured in your flash card; identify the impact of their
inventions and discoveries to the Philippines. Address the questions below using a Powerpoint
presentation. Discuss with your members regarding the prepared presentation.
1. How did these inventions and discoveries impact the society?
2. How were these inventions and discoveries supported by the government?
3. Did these inventions and discoveries serve the public good? Explain your answer.
SCIENCE, TECHNOLOGY, AND SOCIETY AND THE HUMAN CONDITION
Overview
This module introduces students to a number of relevant and timely philosophical foundations that
will aid in examining the functions, roles, and impacts of science and technology on society. The module is
divided into five lessons. These lessons aim to provide students with cogent and comprehensive
knowledge on the concept of human flourishing in the face of rapid scientific progress and technological
development.
LESSON 2.1: TECHNOLOGY AS A WAY OF REVEALING

This lesson tackles the essence of technology based on Heidegger's work, The Question
Concerning Technology. The topic shall engage in the process of questioning concerning technology. It
discusses the key concepts related to Heidegger's work and how these concepts relate to an
understanding of the essence of technology.
Lesson Objectives
At the end of this section, the students should be able to:

1. Differentiate the essences of technology and modern technology;
2. Discuss and illustrate the dangers of modern technology, and
3. Explain why art is the saving power of modern technology
Motivation/Take-Off
Instructions: Rate the extent of your agreement to the following statements using the Osgood scale. You
are also given space to write any comment to further clarify your response.
Heidegger. Alternatively, it can be accessed in this link: https://www.youtube.com.
Statements Agree Disagree Comments (if any)
7 6 5 4 3 2 1
Technology is a means to an end.
Technology is a human activity.
Poetry is technology.
Nature is a standing reserve.
Man is an instrument of the exploitation of
nature.
Man is in danger of being swallowed by
technology.
There is a saving power or a way out of the
danger of technology.
Art may be the saving power.
AT A GLANCE: WHO IS MARTIN HEIDEGGER?

The essence of technology is by no means anything technological"
-Martin Heidegger (1977
Martin Heidegger (1889-1976) is widely acknowledged as one of the most

important philosophers of the 20th century. He was a German philosopher who
was part of the Continental tradition of philosophy. His stern opposition to
positivism and technological world domination received unequivocal
postmodernists and post-structuralists of the time, including Jacques Derrida,
Michel Foucault, and Jean-François Lyotard.
In 1933, he joined the Nazi Party (NSDAP) and remained to be a member

until it was dismantled toward the end of World War II. This resulted in his
dismissal from the University of Freiburg in 1949. He was only able to
%2Fwww.iep.utm.edu%2Fwpcontent%2Fmedia
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%2Fheidegge
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him controversial-his philosophical work was often eclipsed by his political
affiliation, with critics saying that his philosophy would always be rooted in his political consciousness.
Heidegger's work on philosophy focused on ontology or the study of being or dasein in German.
His philosophical works are often described as complicated, partly due to his use of complex compound
German words, such as Seinsvergessenheit (Forgetfulness of Being), Bodenstandigkeit (Rootedness-in-
Soil), and Wesensverfassung (Essential Constitution).
To know more about the life and philosophy of Heidegger, watch a five-minute YouTube video
entitled, The Philosophy of Martin Heiddeger which can be accessed on this link:
https://www.youtube.com/watch?v=Br1sGrA7XTU.
The Essence of Technology

It cannot be denied that science and technology are responsible for the ways society is
continuously being modernized. Science and technology continuously seep into the way people go about
their daily lives. However, the omnipresence of science and technology must not eclipse the basic tenets of
ethics and morality. Instead, it should allow the human person to flourish alongside scientific progress a
technological development. In order to spark the discussion on the role of ethics and social morality in
science and technology, it is necessary to go back to the very essence of technology, i.e, its definition.
The essence of technology can be captured in its definition. In his treatise, The Question
Concerning Technology, Martin Heidegger (1977) explains the two widely embraced definitions of
technology (1) instrumental and (2) anthropological.
1. Instrumental definition: Technology is a means to an end

Technology is not an end in itself; it is a means to an end. In this context, technology is
viewed as a tool available to individuals, groups, and communities that desire to make an impact
on society. How technology is used varies from individual to individual and collective function,
goals, and aspirations.
2. Anthropological definition: Technology is a human activity,
Alternatively, technology can also be defined as a human activity because to achieve an
end and to produce and use a means to an end is, by itself, a human activity. The production or
invention of technological equipment, tools and machines, the products and inventions, and the
purpose and functions they serve are what define technology.
Both definitions, i.e., instrumental and anthropological, are correct. However, neither touches on
the true essence of technology.
Technology as a Way of Revealing
Heidegger stressed that the true can only be pursued through the correct. Simply, what is a correct
lead to what is true. In this sense, Heidegger envisioned technology as a way of revealing-a mode of
bringing forth. Bringing forth can be understood through the Ancient Greek philosophical concept,
poiesis, which refers to the act of bringing something out of concealment. By bringing something out of
concealment, the truth of that something is revealed. The truth is understood through another Ancient
Greek concept of aletheia, which is translated as unclosedness, unconcealedness, disclosure, or truth.
Thus, for Heidegger, technology is a form of poeisis-a way of revealing that unconceals aletheria or
the truth. This is seen in the way the term techne, the Greek root word of technology, is understood in
different contexts. In philosophy, techne resembles the term episteme that refers to the human ability to
make and perform. Techne also encompasses knowledge and understanding. In art, it refers to tangible
and intangible aspects of life. The Greeks understood techne in the way that it encompasses not only craft,
but other acts of the mind, and poetry.
Technology as Poiesis: Does Modern Technology

Bring Forth or Challenge Forth?
Heidegger, in The Question Concerning Technology , posited that both primitive crafts and modern
technology are revealing. However, he explained that modern technology is revealing not in the sense of
bringing forth or poeisis Heidegger made a clear distinction between technology and modern technology in
that the latter 'challenges' nature. Modern technology challenges nature by extracting something from it and
transforming, storing, and distributing it.
On the surface, Heidegger's criticism of modern technology might appear counterintuitive to the
purpose of nature to human existence. However, by digging deeper into Heidegger's question, it becomes
clear that the essence of modern technology is not to bring forth in the sense of poiesis. Instead, Heidegger
considers modern technology's way of revealing as a way of challenging forth. Modern technology
challenges forth, because it makes people think how to do things faster, more effectively, and with less

effort. It prompts people into dominating and enframing the earth's natural resources Challenging forth
reduces objects as standing reserve or something to be disposed of by those who enframe them-humans.
This is evident in the way people exploit natural resources with very little concern for the ecological
consequences that come with it. Challenging forth as a result of modern technology is also evident in the
information age such that greater control of information to profit from its value gives rise to concerns about
privacy and the protection of human rights.
The challenging forth of modern technology is seen everywhere in the rise and depletion of
petroleum as a strategic resource; the introduction and use of synthetic dyes, artificial flavorings, and toxic
materials into the consumer stream that bring about adverse effects an human health; and the use of
ripening agents in agriculture that poses threats to food safety and health security.
Enframing as Modern Technology's

Way of Revealing
If the essence of technology can be understood as a way of bringn forth the truth in the sense of
poiesis, Heidegger distinguished the way of revealing of modern technology by considering it as a process
of enframing. Humankind's desire to control everything, including nature, is captured in this process. By
putting things, in this case nature, in a frame, it becomes much easier for humans to control it according
their desires.
Enframing, according to Heidegger, is akin to two ways of looking at the world: calculative thinking
and meditative thinking, If calculative thinking, humans desire to put an order to nature to better understand
and control it. In meditative thinking, humans allow nature to reveal itself to them without the use of force or
violence. One thinking is not necessarily better than the other. In fact, humans are capable of using both
and will benefit from being able to harmonize these ways of looking at the world. Yet, calculative thinking
tends to be more commonly utilized, primarily because humans' desire to control due to their fear of
irregularity.
Enframing. then, is a way of ordering (or framing) nature to better manipulate it. Enframing
happens because of how humans desire for security, even if it puts all of nature as a standing reserve
ready for exploitation. Modern technology challenges humans to enframe nature. Thus, humans become
part of the standing reserve and an instrument of technology, to be exploited in the ordering of nature. The
role humans take as instruments of technology through enframing is called destining. In destining, humans
are challenged forth by enframing to reveal what is real. However, this destining of humans to reveal nature
carries with it the danger of misconstruction or misinterpretation.
The Dangers of Technology

The dangers of technology lie in how humans let themselves be consumed by it. Although humans
are looped into the cycle of bringing forth or challenging forth, it is their responsibility to recognize how they
become instruments of technology.
The Brazilian novelist, Paulo Coelho, once remarked that it is boastful for humans to think that
nature needs to be saved, whereas Mother Nature would remain even if humans cease to exist. Hence, in
facing the dangers of technology, the fear of disappearing from the face of the Earth should concern people
more potently than the fear of the Earth disappearing. As mere tenants on Earth, people must not allow
themselves to be consumed by technology lest they lose the essence of who they are as human beings. In
this sense, humans are in danger of becoming merely part of the standing reserve or, alternatively, may
find themselves in nature.
Recognizing its dangers of technology requires critical and reflective thinking on its use. For
example, social media has indeed connected people in the most efficient and convenient way imaginable,
but it also inadvertently gave rise to issues such as invasion of privacy, online disinhibition, and proliferation
of fake news. The line has to be drawn between what constitutes a beneficial use of social media and a
dangerous one. As exemplified, social media comes with both benefits and drawbacks.
However, the real threat of technology comes from its essence, not its activities or products. The
correct response to the danger of technology is not simply dismissing technology altogether. Heidegger
(1977) explained that people are delivered over to technology in the worst possible way when they regard it
as something neutral. This conception of technology, according to Heidegger, to which today humans

particularly like to pay homage, makes them utterly blind to the essence of technology. Ultimately, the
essence of technology is by no means anything technological (Heidegger, 1977).
Art as the Saving Power

Necessary reflection upon and confrontation with technology are required in order to proactively
address the dangers of technology. Friedrich Hölderlin, a German poet quoted by Heidegger, said: "But
where danger is, grows the saving power also" (1977, p. 14). Following this, the saving power can be
traced exactly where the danger is-in the essence of technology. As mentioned, this essence is not neutral
and by no means anything technological. Along this line, Heidegger proposed art as the saving power and
the way out of enframing: "And art was simply called techne. It was a single, manifold revealing" (1977, p.
18). Heidegger saw art as an act of the mind, i.e., a techne, that protected and had great power over the
truth. By focusing on art, people are able to see more clearly how art is embedded in nature. Art
encourages humans to think less from a calculative standpoint where nature 1s viewed as an ordered
system. Instead, it inspires meditative thinking where nature is seen as an art and that, in all of art, nature is
most poetic Heidegger encapsulated this as follows:
Because the essence of technology is nothing technological, essential reflection upon
technology and decisive confrontation with it must happen in a realm that is, on the one hand,
akin to the essence of technology and, on the other, fundamentally different from it. Such a
realm is art. But certainly only if reflection on art, for its part, does not shut its eyes to the
constellation of truth after which we are questioning (1977, p. 19).
Questioning as the Piety of Thought

Heidegger concluded his treatise on technology by saying:
The closer we come to the danger, the more brightly do the ways into the saving power begin to
shine and the more questioning we become. For questioning is the piety of thought (1977, p. 19).
Heidegger underscored the importance of questioning in the midst of technology. For him, there is
unparalleled wisdom gained only when humans are able to pause, think, and question what is around them.
Humans are consumed by technology when they are caught up in enframing and fail to pay attention to the
intricacies of technology, the brilliance of the purpose of humankind, and the genius of humans to bring
forth the truth.
Questioning is the piety of thought. It is only through questioning that humans are able to reassess
their position not only in the midst of technology around them, but also, and most importantly, in the grand
scheme of things. Heidegger posited that it is through questioning that humans bear witness to the crises
that a complete preoccupation with technology brings, preventing them from experiencing the essence of
technology
Thus, humans need to take a step back and reassess who they were, who they are, and who they
are becoming in the midst of technology in this day and age.
SELF-CHECK 2.1: ART AS SAVING POWER
Instructions:
Heidegger explained that art holds power that could save humans from the danger of being
consumed by technology. In his words, "|art is pious... yielding to the holding-sway and the safekeeping of
truth" (1977, p. 18). In this activity, focus on art as the saving power of technology. Prepare an Artwork of
Picture Parade/Gallery then discuss the artwork in relation to the general concepts discussed in Martin
Heidegger's The Question Concerning Technology , and present your chosen artwork and the summary of
your discussion.
SELF-REFLECT 2.1: REFLECTION

Instructions: After studying the full test of Martin Heidegger s The Question Concerning Technology ,
available on www.psyp.org/question_concerning_technology.pdf, answer the following questions:
1. What three concepts remain unclear or difficult for you to understand?
a.

b.
c.
2. What three significant insights did you gain in studying this text?
a.
b.
c.
3. What three questions do you want to ask about the text?
a.
b.
c.
ACTIVITY 2.1: THE DANGERS OF TECHNOLOGY
Instructions: Read the article below. After reading, work with a partner and answer the questions that
follow. Write your answers on a separate sheet of paper.
Facebook says 87 million may be affected

by data privacy scandal
by Agence France-Presse
WASHINGTON DC, USA - Facebook said Wednesday, April 4, the personal data of up to 87
million users was improperly shared with British political consultancy Cambridge Analytica, as Mark
Zuckerberg defended his leadership at the huge social network.
Facebook's estimate was far higher than news reports suggesting 50 million users may have been
affected in the privacy scandal which has roiled the company and sparked questions for the entire internet
sector on data protection.
Zuckerberg told reporters on a conference call he accepted responsibility for the failure to protect
user data but maintained that he was still the best person to lead the network of two billion users.
"I think life is about learning from the mistakes and figuring out how to move forward," he said in
response to a question on his ability to lead the company.
"When you're building something like Facebook which is unprecedented in the world, there are
things that you're going to mess up... What I think people should hold us accountable for is if we are
learning from our mistakes." Zuckerberg said 87 million was a high estimate of those affected by the
breach, based on the maximum number of connections to Users who downloaded an academic
researcher's quiz that scooped up personal profiles.
I'm quite confident it will not be more than 87 million, it could well be less," he said.
To remedy the problem, Zackerberg said Facebook must "rethink our relationship with people
across everything we do" and that it will take a number of years to regain user trust.
The new estimate came as Facebook unveiled clearer terms of service to enable users to better
understand data sharing and as a congressional panel said Zuckerberg would aPpear next week to
address privacy issues. Facebook has been scrambling for weeks in the face of the disclosures on
hijacking of private data by the consulting group working for Donald Trump's 2016 campaign.
The British firm responded to the Facebook announcement by repeating its claim that it did not use
data from the social etwork in the 2016 election.
Cambridge Analytica did not use GSR (Global Science Research Facebook data or any derivatives
of this data in the US presidential election," the company said in a tweet. "Cambridge Analytica licensed
data from GSR for 30 million individuals, not 87 million.
Zuckerberg on the Hill

Facebook's chief technology officer Mike Schroepfer meanwhile said new privacy tools for users of
the huge social network would be in place by next Monday, April 9.
"People will also be able to remove apps that they no longer want. As part of this process we will
also tell people if their information may have been improperly shared with Cambridge Analytica," he said in
a statement.
Schroepfer's post was the first to cite the figure of 87 million while noting that most of those
affected were in the United States.
Facebook also said its new terms of service would provide clearer information on how data is
collected and shared without giving the social network additional rights.
Earlier Wednesday, the House of Representatives' Energy and Commerce Committee announced
what appeared to be the first congressional appearance by Zuckerberg since the scandal broke.
The April 11 hearing will "be an important opportunity to shed light on critical consumer data
privacy issues and help all Americans better understand what happens to their personal information online,
said the committee's Republican chairman Greg Walden and ranking Democrat Frank Pallone in a
statement
The Facebook co-founder is also invited to other hearings amid a broad probe on both sides of the
Atlantic.
Deleting Russian 'trolls
Zauckerberg told the conference call he was committed to ensuring that Facebook and its partners
do a better job of protecting user data, and that it must take a more serious approach after years of being
idealistic" about how the platform is used.
"We didn't take a broad enough view on what our responsibility is, and that was a huge mistake. It
was my mistake.
He said that while "there are billions of people who love the service, there is also a potential for
abuse and manipulation.
"It's not enough just to give people a voice," he said. "We have to make sure people don't use that
voice to hurt people or spread disinformation."
Late Tuesday, April 3, Facebook said it deleted dozens of accounts linked to a Russian-sponsored
internet unit which has been accused of spreading propaganda and other divisive content in the United
States and elsewhere.
The social networking giant said it revoked the accounts of 70 Facebook and 65 Instagram
accounts, and removed 138 Facebook pages controlled by the Russia-based Internet Research Agency
(IRA). The agency has been called a "troll farm" due to its deceptive post aimed at sowing discord and
propagating misinformation.
The unit "has repeatedly used complex networks of inauthentic accounts to deceive and
manipulate people who use Facebook, including before, during and after the 2016 US presidential
elections," Said a statement Facebook chief security officer Alex Stamos Rappler.com

Source: Agence France-Presse. (2018, April 5). Facebook says 87 million may be affected by data privacy
scandal. Rappler. Retrieved on April 24, 2018 from
https://www.rappler.com/technology/news/199588tacebook-data-affected-cambridgeanalytica-scandal
Questions:
1. What is this data privacy scandal all about?

2. How does this Facebook privacy scandal relate to Heidegger's notion of revealing of modern
technology as challenging forth?
3. How are Facebook users 'enframed' in this particular data privacy Scandal?
4. How do you think Facebook can be used in a way that is more consistent with Heidegger's idea of
poiesis or a bringing forth of technology?
5. How can the Heideggerian notion of 'questioning' guide Facebook users toward a beneficial use of
social media?
LESSON 2.2: HUMAN FLOURISHING IN PROGRESS AND DE-DEVELOPMENT
Overview
This lesson presents Jason Hickel's development framework focused on de-development. As a

departure from traditional frameworks of growth and development, Hickel's concept of de-development is
discussed as an alternative to narrowing the gap between rich and poor countries. Thus, taking off from this
alternative framework, the section critiques human flourishing vis-á vis progress in science and technology.
Lesson Objectives
At the end of this unit, the students should be able to:
1. Discuss human flourishing in the context of progress in science and technology:
2. Explain de-development as a progress and development framework; and
3. Differentiate between traditional frameworks of progress and development and Hickel's
concept of de-development.
Motivation / Take-Off:
Instructions: Examine the picture and follow the prompt that follows:
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.bworldonline.com%2Fwp-content%2Fuploads
%2F2017%2F05%2FManufacturing-factory-worker-070518.jpg&imgrefurl=https%3A%2F%2Fwww.bworldonline.com
%2Ffactory-output-growth-eases-but-remains-robustinmay
%2F&tbnid=BZbXjsZJcsZnlM&vet=1&docid=GKwVV7BejVAx9M&w=1024&h=600&source=sh%2Fx%2Fim

Recent researches found that 70% of people in middle- and high-income countries believe that
overconsumption is putting the planet and society at risk. Form groups with three members each and
discuss your thoughts about the following:
1. How do you think overconsumption puts the planet and society at risk?
2. What are the manifestations of society's tendency to overproduce and overconsume?
3. Should middle- and high-income countries regulate their growth and consumption? Why or why
not?
Thoughts to Ponder
Despite efforts to close out the gap between the rich and poor countries, a BBC report in 2015
stated that the gap in growth and development just keeps on widening. Although there is no standard
measure of inequality, the report claimed that most indicators suggest that the widening of the growth gap
slowed during the financial crisis of 2007 but is now growing again. The increasing inequality appears
paradoxical having in mind the efforts that had been poured onto the development programs designed to
assist poor countries to rise from absent to slow progress.
With this backdrop and in the context of unprecedented scientific and technological advancement
and economic development, humans must ask themselves whether they are indeed flourishing, individually
or collectively. If development efforts to close out the gap between the rich and poor countries have failed,
is it possible to confront the challenges of development through a nonconformist framework?
In the succeeding article, Jason Hickel, an anthropologist at the London School of Economics,
criticizes the failure of growth and development efforts to eradicating poverty seven decades ago. More
importantly, he offers a nonconformist perspective toward growth and development.
Forget 'developing' poor countries,

Its time to 'de-develop rich countries
By: Jason Hickel
This week, heads of state are gathering in New York to sign the UN's new sustainable
development goals (SDGs). The main objective is to eradicate poverty by 2030. Beyoncé, One Direction
and Malala are on board. It's set to be a monumental international celebration.
Given all the fanfare, one might think the SDGs are about to offer a fresh plan for how to save the
world, but beneath all the hype, it's business as usual. The main strategy for eradicating poverty is the
same: growth.
Growth has been the main object of development for the past 70 years, despite the fact that it's not
working, Since 1980, the global economy has grown by 380o, but the number of people living in poverty on
less than $5 (C3.20) a day has increased by more than 1.1 billion. That's 17 times the population of Britain.
So much for the trickle-down elfect.
Orthodox economists insist that all we need is yet more growth. More progressive types tell us that
we need to shift some of the yields of growth from the richer segments of the population to the poorer ones,
evening things out a bit. Neither approach is adequate. Why? Because even at current levels of average
global consumption, we're Overshooting our planet's biocapacity by more than 50% each year.
In other words, growth isn't an option any more-we've already grown too much. Scientists are now
telling us that we're blowing past planetary boundaries at breakneck speed. And the hard truth is that this
global crisis is due almost entirely to overconsumption in rich countries.
Right now, our planet only has enough resources for each of us to consume 1.8 "global hectares"
annually -a standardised unit that measures resource use and waste. This hgure is roughly what the
average person in Ghana or Guatemala consumes. By contrast, people n the US and Canada consume
about 8 hectares per person, while opeans consume 4.7 hectares-many times their fair share

What does this mean for our theory of development? Economist Peter Edward argues that instead
of pushing poorer countries to catch up" with rich ones, we should be thinking of ways to get rich countries
to "catch down" to more appropriate levels of development. We should look at societies where people live
long and happy lives at relatively low levels of income and consumption not as basket cases that need to
be developed towards western models, but as exemplars of efficient living.
How much do we really need to live long and happy lives? In the US, life expectancy is 79 years
and GDP per capita is $53,000. But many countries have achieved similar life expectancy with a mere
fraction of this income. Cuba has a comparable life expectancy to the US and one of the highest literacy
rates in the world with GDP per capita of only $6,000 and consumption of only 1.9 hectares- right at the
threshold of ecological sustainability. Similar claims can be made of Peru, Ecuador, Honduras, Nicaragua
and Tunisia.
Yes, some of the excess income and consumption we see in the rich world yield improvements in
quality of life that are not captured by life expectancy, or even literacy rates. But even if we look at
measures of overall happiness and wellbeing in addition to life expectancy, a number of low and middle-
income countries rank highly. Costa Rica manages to sustain one of the highest happiness indicators and
life expectancies in the world with a per capita income one-fourth that of the US.
In light of this, perhaps we should regard such countries not as underdeveloped, but rather as
appropriately developed. And maybe we need to start calling on rich countries to justify their excesses.
The idea of "de-developing" rich countries might prove to be a strong rallying cry in the global
south, but it will be tricky to sell to westernes. Tricky, but not impossible, According to recent consumer
research, 70% of people in middle- and high-income countries believe overconsumption is putting our
planet and society at risk. A similar majority also believe we should strive to buy and own less, and that
doing so would not compromise our happiness. People sense there is something wrong with the dominant
model of economic progress and they are hungry for an alternative narrative.
The problem is that the pundits promoting this kind of transition are using the wrong language.
They use terms such as de-growth, zero growth or - worst of all-de-development, which are technically
accurate but off putting for anyone who's not already on board. Such terms are repulsive because they run
against the deepest frames we use to think about human progress, and, indeed, the purpose of life itself. t's
like asking people to stop moving positively through life, to stop learning, improving, growing
Negative formulations won't get us anywhere. The idea of steady-state economics is a step in the
right direction and is growing in popularity, but it still doesn't get the framing right. We need to reorient
ourselves toward a positive future, a truer form of progress. One that is geared toward quality instead of
quantity. One that is more sophisticated than just accumulating ever increasing amounts of stuft, which
doesn't make anyone happier anyway. What is certain is that GDP as a measure is not going to get us
there and we need to get rid of it.
Perhaps we might take a cue from Latin Americans, who are organising alternative visions around
the indigenous concept of buen vivir, or good living. The west has its own tradition of reflection on the good
life and it's time we revive it. Robert and Edward Skidelsky take us down this road in his book, How Much is
Enough ?, where they lay out the possibility of interventions such as banning advertising, a shorter working
week and a basic income, all of which would improve our lives while reducing consumption.
Either we slow down voluntarily or climate change will do it for us. We can't go on ignoring the laws of
nature, But rethinking our theory of progress is not only an ecological imperative, it is also a development
one. If we do not act soon, all our hard-won gains against poverty will evaporate, as food systems collapse
and mass famine re- emerges to an extent not seen since the 19th century.
This is not about giving anything up. And it's certainly not about living a life of voluntary misery or
mposing harsh limits on human potential. On the contrary, it's about reaching a higher level of
understanding and consciousness about what we're doing here and why.

Source: Hickel, (2015, Sep 23). Forget 'developing' poor countries, it's time to de develop' rich countries.
The Guardian. Retrieved from https://www.theguardiancom/global-
developmentprofessionalsnetwork/2015/sep/23/developing-poorcountries-de-developrich-countries-sdgs.
SELF-CHECK 2.2: READING COMPREHENSION CHECK

Instructions: After reading Hickels article on the concept of de-development, answer the following
questions in two to three sentences.
1. What is the framework of de-development of rich countries all about?

2. How is the de-development framework different from traditional frameworks of development?
3. According to Hickel, how can rich countries de-develop?
4. Why does Hickel frown upon pundits using terms such as de- growth, zero growth, or de-
development in describing an alternative framework?
5. Some people might think that de-development is about giving things up. How does Hickel explain
that this is not the case?
SELF-REFLECT 2.2: PERSONAL CONSUMPTION AUDIT

Instructions:
People believe that the more they are able to purchase things and avail of services, the more
'developed' and 'progressive' are the lives they lead. Yet, Hickel made it clear in his article that huge
consumption does not necessarily equate to long and happy lives. In this sense, is it possible for people to
also de-develop but still remain happy and contented?
Accomplish the personal consumption audit table below and see what things you can reduce or
minimize without sacrificing, or even improving, the quality of your daily life. For your guidance, the first row
has been provided as an example.
MY PERSONAL CONSUMPTION AUDIT
Product / Food Average daily, weekly, No. of hours / day I Impact of this de-
or monthly amount reduce / do away with developing on my
consumed everyday living
Example: Eight (8) hours/day Seven (7) hours/day By minimizing the
Social Media Usage number of hours I spend
on social media, I can
pursue authentic
personal interactions.
I can also spend more
time doing schoolwork or
helping in household
chores.
1.
2.
3.
4.
5.
ACTIVITY 2.2: REACTION PAPER

Instructions:
Discuss the similarities and differences between Jason Hickel's framework of de-development and
Martin Heidegger's The Question Concerning Technology .
Then, write a 200- to 300-word reaction paper on Hickel's article. Use Heideggerian concepts
learned in the previous section in explaining your thoughts and ideas about Hickel's. Don t forget to make a
title of your reflection paper. Take note that you will be graded according to: Mechanics (5), Content (5),
Relevance to the Topic (10), & Promptness (10).
EXTENSION ACTIVITIES 2.2: DOCUMENTARY FILM ANALYSIS

Instructions:
Watch and take notes on the documentary film, The Magicians Twin: C. S. Lewis and the Case
Against Scientism.

Available on YouTube https://www.youtube.com/?=FPeyJvXU68k. Then, answer the following
questions:
1. Why was C. S. Lewis very much a skeptic and critic of scientism? Was he against science?
2. How did C. S. Lewis explain the following:
a. science as religion
b. science as credulity
c. science as pOwer
2. Why did C. . Lewis think that modern science is far more dangerous than magic?
3. Why did C. S. Lewis become increasingly concerned about the rise of scientocracy? How does
scientocracy relate to scientism?
4. Based on what you learned in the documentary film, how does scientism pose a threat to the
human person flourishing in science and technology? Why should science be guided by an ethical
basis that is not dictated by science itself?
LESSON 2.3: THE GOOD LIFE
Overview
This lesson introduces concepts from Aristotle's Nichomachean Ethics and examines issues in
contemporary science and technology using the same philosophical lens. It tackles the important
Aristotelian concepts of endaimonia and arete, and how these can be used to assess one's relationship
and dealings with science and technology. As such, the lesson also aims to answer the question, "Are we
living the good life?
Lesson Objectives
1. Define the idea of the good life;
2. Discuss Aristotle's concept of eudaimonia and arète; and
3. Examine contemporary issues and come up with innovative and creative solutions to
contemporary issues guided by ethical standards leading to a good life.
Motivation / Take-Off
Instructions: On the space provided, write whether you AGREE or DISAGREE with each statement.
____________1. The purpose of life is happiness.
____________2. Happiness comes from pleasure, wealth, and recognition.
____________3. Happiness means merely feeling good or joyful.
____________4. Reason is an important element of human happiness.
____________5. To achieve happiness, humans must pursue only extremely
positive things.
____________6. A life of happiness is a result of a balance between two
extremes
____________7. A happy life is a vituous life.
____________8. Intellectual and moral virtues are the ingredients of happiness.
____________9. It is not the role of science and technology to guide humans toward a virtuous life.
____________10. Ethical standards must be imposed upon science and technology to avoid excesses and
deficiencies.
Are we living the good life? This question is inarguably one universal human concern. Everyone
aims to lead a good life. Yet, what constitutes a happy and contented life varies from person to person.

Unique backgrounds, experiences, social contexts, and even preferences make it difficult to subscribe to a
unified standard on which to tease out the meaning of the good life. Thus, the prospect of a standard of the
good life-one that resonates across unique human experiences-is inviting
Aristotle's Nichomachean Ethics and the Good Life
To answer the question, "Are we living the good life?," necessary reflection must be made on two
things: first, what standard could be used to define "the good life?" Second, how can the standard serve as
a guide toward living the good life in the midst of scientific progress and technological advancement?
In the documentary film, The Magician's Twin: C. S. Lewis and the Case Against Scientism, C. S.
Lewis posited that "science must be guided by some ethical basis that is not dictated by science itself." One
such ethical basis is Aristotle's Nichamachean Ethics.
Aristotle, who lived from 384 to 322 BC, is probably the most important ancient Greek philosopher
and scientist. He was a student of Plato, who was then a student of Socrates. Together, they were
considered the 'Big Three of Greek Philosophy, Aristotle's Nichomachean Ethics, the fundamental basis o
Aristotelian ethics, consists of ten books. Originally, they were lecture notes written on scrolls when he
taught at the Lyceum. It is widely believed that the lecture notes were compiled by or were dedicated one of
Aristotle's sons, Nichomacus. Alternatively, it is believed that the work was dedicated to Aristotle's father
who was of the same name.
The Nichomachean Ethics, abbreviated as NE or sometimes EN based on the Latin vesion of the
name, is a treatise on the natured moral life and human happiness based on the unique essence of human
nature. The NE is particularly useful in defining what the good life is.
Everyone has a definition of what good is-getting a college degree, traveling acrOss the world,
succeeding in a business venture, pursuing a healthy and active lifestyle, or being a responsible parent.
However, although everyone aims to achieve that which is good, Aristotle posited two types of good. In NE
Book 2 Chapter 2, NE 2:2), Aristotle explained that every action aims at some good. However, some
actions aim at an instrumental good while some aim at an intrinsic good. He made it clear that the ultimate
good is better than the instrumental good for the latter is good as a means to achieving something else or
some other end while the learner is good in itself.
Eudaimonia: The Ultimate Good

What then is the ultimate good? Based on the contrast between two types of good, one could
reflect on some potential candidates for the ultimate good.
One might think that pleasure is the ultimate good. One aims for pleasure in the food they eat or in
the experiences they immerse themselves into. Yet, while pleasure is an important human need, it cannot
be the ultimate good. First, it is transitory-it passes. One may have been pleased with the food they had for
lunch, but he or she will be hungry again or will want something else alter a while. Second, pleasure does
not encompass all aspects of life. One may be pleased with an opportunity to travel but that may not make
him or her feel go0d about leaving, say, his or her studies or he relationship he or she has been struggling
with.
Others might think that wealth is a potential candidate for the ultimate good, but a critique of wealth
would prove otherwise. Indeed, many, if not most, aim to be financially stable, to be rich, or to be able to
afford a luxurious life. However, it is very common to hear people say that they aim to be wealthy insofar as
it would help them achieve some other goals. Elsewhere, it is also common to hear stories about people
who have become very wealthy but remain, by and large, unhappy with the lives they lead. In this sense,
wealth is just an intermediate good-that is, only instrumental. It is not the ultimate good because it is not
self-sufficient and does not stop one from aiming for some other 'greater good.
Another candidate for the ultimate good is fame and honor. Many people today seem to be
motivated by a desire to be known-to be famous. Others strive for honor and recognition. This is reflected
by those people who use social media to acquire large virtual following on the internet and wish to gain a
foothold on the benefits that fame brings. Many people act according to how they think they will be admired
and appreciated by other people. However, these cannot constitute the ultimate good, simply because they

HUMANS ANIMALS PLANTS
are based on the perception of others. Fame and honor can never be good in themselves. If one's definition
of the goodRational Sensitive
life is being popular or respected, then Rational
the good life becomes ełusive since it is based on the
subjective views of others.
Unlike pleasure, wealth, fame, and honor, happiness is the ultimate good. In the Aristotelian sense,
happiness (rational)
is "living well and doing well" (NE 1:4). Among
(partially the Greeks, this is known
rational) as eudaimonia, from
(non-rational)
the root words eu, meaning good, and daimon, meaning spirit. Combining the root words, cudaimonia
means happiness or welfare. More accurately, Locomotion
Theoretical others translate it as human flourishing or prosperity
Growth Nutrition
Aristotle proposed two hallmarks of eudaimonia, namely virtue and excellence (NE 1:7). Thus, happiness in
the sense Practical
of eudaimonia has to be distinguished from merely living good. Eudaimonia
Perception transcends all
Reproduction
aspects of life for it is about living well and doing well in whatever one does.
Eudaimonia: Uniquely Human?

Eudaimonia or happiness is unique to humans for it is a uniquely human function. It is achieved
only through a rationally directed life. Aristotle's notion of a tripartite soul as summarized in Table 1
illustrates a nested hierarchy of the functions and activities of the soul. The degrees and functions of the
soul are nested, such that the one which has a higher degree of soul has all of the lower degrees. Thus, on
the nutritive degree, all living things, i.e., plants, animals, and humans, require nourishment and have the
ability to reproduce. On the sensitive degree, only animals and humans have the ability to move and
perceive. Finally, on the rational degree, only humans are capable of theoretical and practical functions.
Following this, humans possess the nutritive, sensitive, and rational degrees of the soul. More importantly,
only humans are capable of a life guided by reason. Because this is so, happiness, too, is a uniquely
human function for it only be achieved through a rationally directed life.
Figure 1. Aristotles Tripartite Soul
Arête and Human Happiness

Eudaimonia is what defines the good life. To live a good life is to live a happy life. For Aristotle,
eudaimonia is only possible by living a life of virtue.
Arête, a Greek term, is defined as "excellence of any kind" and can also mean "moral virtue." A
virtue is what makes one function well Aristotle suggested two types of virtue: intellectual virtue and moral
virtue.
Intellectual virtue or virtue of thought is achieved through education, time, and experience. Key
intellectual virtues are wisdom, which guides ethical behavior, and understanding, which is gained from
scientific endeavors and contemplation. Wisdom and understanding achieved through formal and non-
formal means. Intellectual virtues are acquired through self-taught knowledge and skills as much those
knowledge and skills taught and learned in formal institutions.
Moral virtue or virtue of character is achieved through habitual practice. Some key moral values are
generosity, temperance, and courage. Aristotle explained that although the capacity for intellectual virtue is
innate, it is brought into contemplation only by practice. It is by repeatedly being unselfish that one

develops the virtue of generosity. It is repeatedly resisting and foregoing every inviting opportunity one
develops the virtue of temperance. It is by repeatedly exhibiting the proper action and emotional response
in the face of danger that one develops the virtue of courage. By and large, moral virtue is like a skill. A skill
is acquired only through repeated practice. Everyone is capable of learning how to play the guitar because
everyone has an innate capacity for intellectual virtue, but not everyone acquires it because only those who
devote time and practice develop the skill of playing the instrument.
If one learns that eating to0 much fatty foods is bad for the health, he or she has to make it a habit
to stay away from this type of food because health contributes to living well and doing well. If one believes
that too much use of social media is detrimental to human relationships and productivity, he or she must
regulate his or her use of social media and deliberately spend more time with friends, and family, and work
than in virtual platform. If one understands the enormous damage to the environment that plastic materials
bring, he or she must repeatedly forego the next plastic item he or she could do away with. Good
relationship dynamics and a healthy environment contribute to one's wellness, in how he or she lives and
what he or she does.
Both intellectual virtue and moral virtue should be in accordance with reason to achieve
eudaimonia. Indifference with these virtues, for reasons that are only for one's convenience, pleasure, or
satisfaction, leads humans away from eudaimonia.
A virtue is ruined by any excess and deficiency in how one lives and acts. A balance between two
extremes is a requisite of virtue. This balance is a mean of excess not in the sense of a geometric or
arithmetic average. Instead, it is a mean relative to the person, circumstances, and the right emotional
response in every experience (NE2:2; 2:6).
Consider the virtue of courage. Courage was earlier defined as displaying the right action and
emotional response in the face of danger. The virtue of courage is ruined by an excess of the needed
emotional and proper action to address a particular situation. A person who does not properly assess the
danger and is totally without fear may develop the vice of foolhardiness or rashness. Also, courage is
ruined by a deficiency of the needed emotion and proper action. When one overthinks of a looming danger,
that he or she becomes too fearful and incapable of acting on the problem, he or she develops the vice of
cowardice.
What then is the good life?

Putting everything in perspective, the good life in the sense of eudaimonia is the state of being
happy, healthy, and prosperous in the way one thinks, lives, and acts. The path to the good life consists of
the virtues of thought and character, which are relative mediators between the two extremes of excess and
deficiency. In this way, the good life is understood as happiness brought about by living a virtuous life.
One could draw parallels between moving toward the good life and moving toward further progress
and development in science and technology. In appraising the goodness of the next medical procedure, the
new social media trend, the latest mobile device, or the upcoming technology for food safety, one must be
guided by Aristotelian virtues. Science and technology can be ruined by under- or over-appreciation of the
scope and function it plays in the pursuit of the uniquely human experience of happiness. Refusing science
and technology altogether to improve human life is as problematic as allowing it to entirely dictate reason
and action without any regard for ethical and moral standards. By imposing on science and technology an
ethical standard that is not dictated by itself, as C. S. Lewis proposed, not only will scientific advancement
and technological development flourish, but also the human person.
SELF-CHECK 2.3: READING COMPREHENSION TASK

Instructions: Compare and contrast each pair of terms related to Aristotle's Nichomachean Ethics as
discussed in this lesson
1. Instrumental Good - Ultimate Good
2. Pleasure Happiness
3. Virtue-Vice
4. Intellectual Virtue - Moral Virtue
5. Science and Technology- The Good Life

SELF-REFLECT 2.3: DISCUSSION AND REPORTING
Instructions:
Watch the documentary film, That Sugar Film (2014), directed by Damon Garneau. After watching
the film, discuss your ideas on how the overproduction and overconsumption of sugar-based products
potentially prevent humans from achieving eudaimonia. Is there indeed a need for industries to regulate the
production of sugar-based products and for consumers to reduce their consumption if they are to journey
toward the good life together? Prepare a PowerPoint presentation of the summary of your discussion with
no more than seven slides.
ACTIVITY 2.3: CASE STUDY

Instructions:
This time, you will be working the case study by group. (please be reminded that you are not allowed to
go out in order to meet your group mates. Make use of your available resources in order to materialize this
activity. Your Health is our major concern so always follow the health protocols and advisories)
Since we are geographically isolated, you may opt to choose your classmate that is within your nearby
barangays to form at least 5 members in a group. You are going to conduct a simple survey on the case of
sugar consumption. You may either hold brief interviews (take note: if possible do not conduct this in a face
to face basis, always observe health protocol, do not violate our course policy as to the health prioritization)
or use survey questionnaires to gather data for your case study. Your data gathering may focus on but is
not limited to the following:
1. Extent of overconsumption of sugar
2. Awareness of hidden sugar content on food items
3. Food items that contain hidden sugars
4. Agreement or disagreement on the need to regulate the production and consumption of sugar
5. Awareness on the impact of the overconsumption of sugar-based products on the pursuit of human
happiness
After gathering data, analyze and present your data following the guidelines below. Overall, your case
study report should not be more than 10 pages.
CASE STUDY REPORT FORMAT GUIDELINES

1. Cover Page - includes the title, names of group members, and submission date
2. Introduction - discusses briefly the context and background of the case study (You might need to
present existing data on the consumption and production of sugar locally and internationally,)
3. Body - covers the following sub-items
a. Key issues or Problem -explicitly presents the focus of the data gathering (e-g, low
awareness level, huge daily consumption rate, common sugary food items, the need to
regulate production and consumption of sugar, impact of Overconsumption on the pursuit
of happiness)
b. Assumptions-clarifies the group members' assumptions about the current situation in
relation to the problem analyzed.
c. Data Analysis - presents excerpts of interviews, graphs, statistical summaries of data
d. Proposed Alternative - makes explicit the group members' concrete recommendations
about how to face the dangers of current state of sugar production and consumption
e. Impact of Proposal on the Pursuit of Happiness - explains the impact of the group's
proposed alternative on the journey of humans toward living the good life (In what way/s
can your proposal lead humans closer to eudaimonia?)
2. Conclusion presents a concise summary of the case study and contains no more than five
sentences directly answering the problem explained in the body
3. References lists all print and online materials that were used in writing the case study report
(Follow the guidelines of APA 6 th Edition Reference and Citation Manual found in
https://owlenglish.purdue.edu/owl/resource/560/24/)
Font: Times New Roman, 12 pt.

Spacing: 1.5 spacing
Margins: 1 inch on all sides
Page Numbers: top right on every page

LESSON 2.4: WHEN TECHNOLOGY AND HUMANITY CROSS
Overview
Human rights in the face of scientific and technological advancement are critical factors in one's
journey toward eudimonia the good life. Exercising the right to accept or reject, minimize or maximize, and
evaluate and decide on the scope and function of science and technology indicates human flourishing in
science and technology. Protecting the well-being and upholding the dignity of the human person must be
at the core of continued scientific and technological progress and development. Such is the focus of a
human rights-based approach to science, technology, and development.
Lesson Objectives
At the end of the lesson the students are expected to:
1. Evaluate contemporary human experience to strengthen the human person functioning
in society;
2. Discuss the importance of human rights in the face of changing social conditions and
technological development; and
3. Identify laws or policies in the country that protect the well-being of the person in
technological advancement and ethical dilemmas.
Instructions: Rate the extent of your agreement to each statement by ticking (/) the box that corresponds to
your response in each row.
Statements Extremely Somewhat To a Somewhat Extremely
Agree Agree limited Disagree Disagree
Extent
Human rights are fundamental
rights.
Responding to urgent global
challenges allows setting aside
some human rights.
It is not the duty of scientist and
innovators to protect the well-being
and dignity of humans.
Human rights should be at the core
of any scientific and technological
endeavor.
A good life is a life where human
rights are upheld.
Human rights should be integral in
the journey toward the ultimate
good.
It is not the primary function of
science and technology to protect
the weak, poor, and vulnerable.
There is no way for science and
technology to fully function as a
safeguard of human rights.
A human rights-based approach to
science, technology, and

development is imperative.
The protection of human rights and
continued scientific and
technological advancement can
work hand-in-hand.
Lesson Proper
S. Romi Mukherjee, a senior lecturer in Political Theory and the History of Religions at the Paris
Institute of Political Studies, explained a human rights-based approach to science, technology, and
development as follows:
"[It] seeks to place a concern for human rights at the heart of how the international community
engages with urgent global challenges. The UN Development Programme characterizes this
approach as one that leads to better and more sustainable outcomes by analyzing and addressing
the inequalities, discriminatory practices and unjust power relations which are often at the heart of
development problems. It puts the international human rights entitlements and claims of the people
(the 'right-holders') and the corresponding obligations of the state (the 'duty-bearer) in the center of
the national development debate, and it clarifies the purpose of capacity development."
Mukherjee (2012) furthered that this approach identifies science as a socially organized human
activity which is value-laden and shaped by organizational structures and procedures." Moreover, it
requires an answer to whether governments and other stakeholders can craft and implement science and
technology policies that "ensure safety, health and livelihoods; include people's needs and priorities in
development and environmental strategies; and ensure they participate in decision making that affects their
lives and resources.
Multiple international statutes, declarations, and decrees have been produced to ensure well-being
and human dignity. Mukherjee listed some of the most important documents that center on a human rights-
based approach to science, development, and technology, and their key principles:
Table 2.4: Useful documents for a human-rights based approach to science, technology, and development
Document Key Principles
Universal Declaration of Human Rights (Article 27) This document affirms everyone's right to participate
in and benefit from scientific advances, and be
protected from scientific misuses. The right to the
benefits of science comes under the domain of
'culture,' so it is Usually examined from a cultural
rights perspective
UNESCO Recommendation on the Status of This document affirms that all advances in scientific
Scientific Researchers 1974 (Article 4) and technological knowledge should solely be
geared towards the welfare of the on the status of
global citizens, and calls upon member states to
develop necessary protocol and policies to monitor
and secure this objective. Countries are asked to
show that science and technology are integrated
into policies that aim to ensure a more humane and
just society.
UNESCO Declaration on the Use of Scientific This document states, "Today, more than ever,
Knowledge 1999 (Article 33) science and its applications are indispensable for
development. All levels of government and the
private sector should provide enhanced support for
building up an adequate and evenly distributed
scientific and technological capacity through
appropriate education and research programs as an
indispensable foundation for economic, social,
cultural and environmentally sound development.
This is particularly urgent for developing countries."
This Declaration encompasses issues such as

pollution-free production, efficient resource use,
biodiversity protection, and brain drains.
A human rights-based approach to science, technology, and development sets the parameters for
the appraisal of how science, technology, and development promote human well-being. Thus, the
discussion of human rights in the face of changing scientific and technological contexts must not serve as
merely decorative moral dimension of scientific and technological policies. As Mukherjee (2012) posited,
this approach "can form the very heart of sustainable futures."
Human rights should be integral to the journey toward the ultimate good. They should guide humans not
only to flourish as individual members of society, but also to assist each other in flourishing collectively as a
society. Human rights are rights to sustainability, as Mukherjee put it. They may function as the 'golden
mean, particularly by protecting the weak, poor, and vulnerable from the deficiencies and excesses of
science and technology. By imposing upon science and technology the moral and ethical duty to protect
and uphold human rights, there can be a more effective and sustainable approach to bridging the gap
between poor and rich countries on both tangible (e.g, services and natural resources) and intangible (e-g,
well-being and human dignity) aspects. Ultimately, all these will lead humans to flourish together through
science and technology.
SELF-CHECK 2.4: READING COMPREHENSION CHECK

Instructions:
Answer the following questions in your own words based on your understanding of Mukherjee's human
rights-based approach to science, technology, and development. Limit your responses to three or four
sentences only.
1. What is a human rights-based approach to science, technology, and development?
2. How do the documents and their key principles presented in Table 2 position human rights in the
intersection of technology and humanity?
3. Why should human rights be at the core of scientific and technological advancement?
4. What is the danger of using human rights as merely decorative moral dimension of scientific and
technological policies?
5. Do you agree with Mukherjee's assertion that human rights based approach to science,
technology, and development can form the very heart of sustainable futures? Explain.
GROUP-REFLECT 2.4: DOCUMENT ANALYSIS

Instructions:
Aside from the three documents and their key principles fed in Table 2 in this lesson, Mukherjee
lists down six other instruments which are important for human rights-based approaches to science,
technology, and development:
1. International Covenant on Economic, Social and Cultural Rights (1966)
2. Declaration on Social Progress and Development (1969)
3. Declaration on the Use of Scientific and Technological Progress in the Interest of Peace and for the
Benefit of Mankind (1975)
4. Universal Declaration on Bioethics and Human Rights (2005)
5. The Declaration of Dakar (2007)
6. The Cairo Declaration (2006)
In a group with five members each, read and study a randomly assigned or chosen instrument from the
six. Discuss the document among yourselves and be ready to report the summary of your discussion. Be
guided by the following questions for your discussion: (please be reminded that you are not allowed to go
out in order to meet your group mates. Make use of your available resources in order to materialize this
activity. Your Health is our major concern so always follow the health protocols and advisories)
1. What is the instrument all about?

2. Who are the parties/signatories to the instrument?
3. What article/s or section/s of the instrument articulates the centrality of human rights vis-â-vis
science, technology, and development?
4. How does the instrument safeguard human rights in the face of science and technology
5. What challenges stand in the way of the instrument and its key principles in safeguarding human
rights amidst the changing scientific and technological contexts

ACTIVITY 2.4: READING ENRICHMENT TASK
Instructions:
Choose and read one of the two reading materials and answer the enrichment questions that follow:
1. Evans, D. (2007, March 9). The ethical dilemmas of robotics BBC Neues. Retrieved from
http://news.bbc.co.uk/2/hi/technology/6432307.stm
a. What are the ethical dilemmas posed by robotics?
b. Which among the instruments for a human rights-based approach to science, technology,
and development discussed in this section may be useful in contending with the ethical
dilemmas of robotics?
c. How can the instrument inform lawyers and ethicists and engineers and scientists in
answering the moral and legal questions raised by the developments in robotics?
2. Carr, N. (2008 July). Is Google making us stupid? What the Internet is doing to our brains. The
Atlantic. Retrieved from https://www.theatlantic.com/magazine/archive/2008/07/is-google-
makingusstupid/306868/
a. Do you agree that Google is making humans stupid? Why or why not?
b. What moral and ethical duty must be imposed upon the duty-bearer, in this case Google,
in protecting the well-being and dignity of humans?
c. What responsibilities do the 'right-holders, in this case Google users, carry in ensuring a
human rights-based approach to the use of the internet?
References
Bulacan.
WHY THE FUTURE DOES NOT NEED US
Overview
This section tackles the danger posed by science and technology unchecked by moral and ethical
standards. It primarily draws insights from William Nelson Joy's (2000) article, Why the future doesn't need
US, 1n evaluating contemporary human experience in the midst of rapid developments in science and
technology. Such experience will be discussed to see whether it strengthens and enlightens the human
person functioning in society or not.
Objectives
1. Identify William Nelson Joy's arguments as to why the future does not need us
2. Evaluate contemporary human experiences with science and technology; and
3. Write an essay that emphasizes the importance of humankind in visualizing the future.
Instructions: Look at the picture. Do you think that there will come a time in the future that will no longer
need humans? Write your brief opinion on the space provided.

Source: https://images.app.goo.gl/xLoHAp6Q6T7Mmujw6
Lesson Proper
Can you imagine a future without the human race? Do you think at robots and machines can
replace humans? Do you believe that there will come a time when human existence will be at the mercy of
robots and machines? Is it also possible that medical breakthroughs in the future may go terribly wrong that
a strain of drug-resistant viruses could wipe out the entire human race?
For some, imagining a future without humans is nearly synonymous to the end of world. Many
choose not to speculate about a future where humans cease to exist while the world remains However, a
dystopian society void of human presence is the subject of many works in literature and film. The possibility
of such society is also a constant topic of debates.
In April 2000, William Nelson Joy, an American computer scientist and chief scientist of Sun
Microsystems, wrote an article for Wired magazine entitled Why the future doesnt need us? In his article,
Joy warned against the rapid rise of new technologies. He explained that 21st-century technologies-
genetics, nanotechnology, and robotics (GNR) -are becoming very powerful that they can potentially bring
about new classes of accidents, threats, and abuses. He further warned that these dangers are even more
pressing because they do not require large facilities or even rare raw materials-knowledge alone will make
them potentially harmful to humans.
Joy argued that robotics, genetic engineering, and nanotechnology pose much greater threats than
technological developments that have come before. He particularly cited the ability of nanobots to self
replicate, which could quickly get out of control. In the article, he cautioned humans against
overdependence on machines. He also stated that if machines are given the capacity to decide on their
own, it will be impossible to predict how they might behave in the future. In this case, the fate of the human
race would be at the mercy of machines.
Joy also voiced out his apprehension about the rapid increase of computer power. He was also
concerned that computers will eventually become more intelligent than humans, thus ushering societies
into dystopian visions, such as robot rebellions. To illuminate his concern Joy drew from Theodore
Kaczynski's book, Unabomber Manifesto, where Kaczynski described that the unintended consequences of
the design and use of technology are clearly related to Murphy's Law: "Anything that can go wrong, will go
wrong" Kaczynski argued further that overreliance on antibiotics led to the great paradox of emerging
antibiotic resistant strains of dangerous bacteria. The introduction of dichlorodiphenyltrichloroethane (DDT)
to combat malarial mosquitoes, for instance, only gave rise to malarial parasites with multi drug resistant
genes.

Since the publication of the article, Joy's arguments against 21st- century technologies have
received both criticisms and expression of shared concern. Critics dismissed Joy's article for deliberately
presenting information in an imprecise manner that obscures the larger picture or state of things. For one,
John Seely Brown and Paul Duguid (2001), in their article A Response to Bill Joy and the Doom-and-
Gloom Technofuturists, criticized Joy's failure to consider social factors and only deliberately focused on
one part of the larger picture. Others go as far as accusing Joy of being a neo-Luddite, someone who
rejects
new technologies and shows technophobic leanings.
As a material, Joy's article tackles the unpleasant and uncomfortable possibilities that a senseless
approach to scientific and technological advancements may bring. Whether Joy's propositions are a real
possibility or an absolute moonshot, it is unavoidable to think of a future that will no longer need the human
race. It makes thinking about the roles and obligations of every stakeholder a necessary component of
scientific and technological advancement. In this case, it is preeminently necessary that the scientific
community, governments, and businesses engage in a discussion to determine the safeguards of humans
against the potential dangers of science and technology.
Self-Reflect:
Instructions: Read William Nelson Joy's Why the future doesnt need us? in full
(https://www.wired.com/2000104/joy-21), then complete the metacognitive reading report.
1. Difficult Concepts
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
2. Learning Insights
a. Before reading the article I thought that ________________________________________
________________________________________________________________________
However, after reading the article, I now think/learned that
________________________________________________________________________
_______________________________________________________________________
b. Before reading the article I thought that ________________________________________
_______________________________________________________________________
However, after reading the article, I now think/learned that _________________________
_______________________________________________________________________
Exercise 2. Film Viewing

Instructions: Watch Steven Spielberg's science fiction drama film, A.l: Artificial Intelligence (2001) . After
watching the film, reflect on the story of David, a childlike android uniquely programmed with the ability to
love, and write a 200-300-word essay on the topic, "Why does the future need us?" Cite particular scenes
and insights from the movie to support your arguments.
SPECIFIC ISSUES IN SCIENCE, TECHNOLOGY, AND SOCIETY
Overview
This module tackles specific issues
in science and technology in the context of
the information age, biodiversity and health,
genetically modified organisms (GMOs)
and gene therapy, nanotechnology, and
climate change and environmental
awareness. By critiquing specific issues in
science and technology in the context of
how these affect human lives, the module

aims to empower students toward a renewed understanding and appreciation of science and technology in
the present context of society.
LESSON 3.1: INFORMATION AGE
This lesson traces the development of the information age and discusses its impact on society. It
tackles the various ways the Information age and social media have influenced society and human lives.
Objectives
1. Trace the development of the information age from the introduction of Gutenberg's press up to the
era of social media,
2. Determine the impacts of the information age to society; and
3. Analyze the ways in which the information age and social media influence human lives.
Instructions: Answer the questions that follow.
1. Who invented the printing press?
2. When was the printing press invented?
3. What device first compiled actuarial tables, did engineering calculations, and served as
computers?
4. Who is the Father of the Computer Age?
5. What electromechanical machine enabled the British to read all daily German Naval Enigma
traffic?
6. What machine can solve any problem and perform any task from a written a program
7. Who is the Filipino engineer who created the new silicon chip?
8. Who build a simple computer with around 8080 microprocessors that were hooked up to a
keyboard and television?
9. What did Steve Jobs call the computer described in no. 8?
10. Who is the creator of Microsoft?
Lesson Proper
German goldsmith, Johannes Gutenberg, invented the printing press around 1440. This invention
was a result of finding a way to improve the manual, tedious, and slow printing methods. A printing press is
a device that applies pressure to an inked surface lying on a print medium, such as cloth or paper, to
transfer ink. Gutenberg's hand mold printing press led to the creation of metal movable type. Later, the two
inventions were combined to make printing methods faster and they drastically reduced the costs of printing
documents.
Source: .https://images.app.goo.gl/UCUjjUYynXv6vTas6
Enigma M4 Cypher Machine

Source: .https://images.app.goo.gl/AQzEUvBhhDXwZPvw6
The beginnings of mass communication can be traced back to
the invention of the printing press. The development of a fast
and easy way of disseminating information in print permanently
reformed the structure of society. Political and religious
authorities who took pride in being learned were threatened by
the sudden rise of literacy among
people. With the rise of the
printing press, the printing
revolution occurred which
illustrated the tremendous social
change brought by the wide
circulation of information. The
printing press made the mass
Source: .
https://images.app.goo.gl/ZGYQE4c7p7D5F9KC9 production of books possible
which made books accessible
not only to the upper class.
As years progressed, Calculations became involved in

communication due to the rapid developments in the trade sector. Back
then, people who compiled actuarial tables and did engineering calculations
served as "computers. During World War I, the Allies (U.S., Canada,
Britain, France, USSR, Australia, etc.), countries that opposed the Axis powers (Germany, Japan, Italy,
Hungary, Romania, and Bulgaria), were challenged with a serious shortage of human computers for military
calculations. When soldiers left for war, the shortage got worse, so the United States addressed the
problem by creating the Harvard Mark 7, a general purpose electromechanical computer that was 50 feet
long and capable of doing calculations in seconds that usually took people hours. At the same time, Britain
needed mathematicians to crack the German Navy's Enigma code. The Enigma was an enciphering
machine that the German armed forces used to securely send messages.
Alan Turing, an English mathematician, was hired in 1936 by the British Top-secret Government
Code and Cipher School at Bletchley Park to break the Enigma code. His code-breaking methods became
an industrial process having 12,000 people working 24/7.
To counteract this, the Nazis made the Enigma more complicated having
approximately 10114 possible permutations of every encrypted message.
Turing, working on the side of the Allies, invented Bombe, an
electromechanical machine that enabled the British to decipher encrypted
messages of the German Enigma machine. This contribution of Turing
along with other cryptologists shortened the war by
two years (Munro, 2012).
In his paper On Computable Numbers, with an Application to the

Entscheidungsproblem, first published in 1937, Turing presented a
theoretical machine called the Turing machine that can solve any problem
from simple instructions encoded on a paper tape. He also demonstrated
Alan Turing the simulation of the Turing machine to construct a single Universal
Machine. This became the foundation of computer science and the
9z7 invention of a machine later called a computer, that can solve any problem
by performing any task from a written program (DeHaan, 2012).
In the 1970s, the generation who witnessed the dawn of the computer age was described as the
generation with "electronic brains.” The people of this generation were the first to be introduced to personal
computers (PCs). Back then, the Homebrew Computer Club, an early computer hobbyist group, gathered
regularly to trade parts of computer hardware and talked about how to make computers more accessible to
everyone. Many members of the club ended up being high profile entrepreneurs, including the founders of
Apple Inc. In 1976 Steve Wozniak, co-founder of Apple Inc., developed the computer that made him
famous: The Apple 1., Wozniak designed the operating system, hardware, and circuit board of the

computer all by himself. Steve Jobs, Wozniak's friend, suggested to sell the Apple as a fully assembled
printed circuit board. This jumpstarted their career as founders of Apple Inc.
From 1973 onward, social media platforms were

introduced from variations of multi-user chat rooms; instant-
messaging applications (e.g., AOL, Yahoo messenger, MSN
messenger, Windows messenger); Bulletin-board forum
systems, game-based social networking sites (e.g.,
Facebook, Friendster, Myspace) and business-oriented social
networking websites (e.g., Xing); messaging, video and voice
calling services (e.g., Viber, Skype); blogging platform, image
and video hosting websites (e.g., Flicker); discovery and
Apple I, also called Apple-1 or Apple
dating oriented websites (e.g., Tagged, Tinder); video sharing
Computer 1
services (e.g., YouTube); real-time social media feed
aggregator (e.g., Friend Feed); live-streaming (e.g., Justin.tv,
Source: . https://images.app.goo.gl/kF5qZr2H3Pas7iwE8
Twitch.tv ); photo-video sharing websites (e.g., Pinterest,
Instagram, Snapchat, Keek, Vine); and question-and-answer
platforms (e.g, Quora). To date, these social media platforms enable information exchange at its most
efficient level.
The information age, which progressed from the invention of the printing press to the development
of numerous social media platforms, has immensely influenced the lives of the people. The impact of these
innovations can be advantageous or disadvantageous depending on the use of these technologies.
Exercise 1. Documentary Film Viewing and Reflection

Instructions: Watch the 2018 documentary The Internet Revolution and Digital Future Technology on
YouTube (https://www.youtube.com/watch?v=V9xZFZO7USA). Then, write a short essay of 300-500
words on the topic, "What is the impact of the information revolution on my learning in school?"
Exercise 2. Debate
Instructions: Form groups with five members each. Research on the topic that will be assigned to your
group and write your arguments about it. The topics are:
1. People use social media to their advantage.
2. The information revolution has made the world a better place.
3. Facebook should be held accountable for the spread of "fake news.
4. Using social media platforms is a requisite to a person's meaningful engagement with the world.
Exercise 3. Pair Essay

Instructions: Watch the full documentary Science, Technology, and Information on the Modern Battlefield
on YouTube (https://www.youtube.com/watch?v=hUtfXuKQ7us). Then, choose a partner and write a 300-
to 500-word essay based on the question "How does the Information Revolution affect local and global
peace and security? Cite specific examples to support your answer.
Exercise 4. Group Work

Instructions: Form groups with five members each. Based on the topic, Information Revolution and
Freedom of Speech, conduct informal interviews with people of different backgrounds. Use the following
guide questions in conducting the informal interviews:
1. Do you think that people should use social media in exercising their freedom of speech?
2. What should be the limits of freedom of speech in social media?
3. Should we hold people accountable for misuse or abuse of social media in exercising their freedom
of speech? Why or why not?
Prepare a five-minute video compilation of your interviews.
LESSON 3.2: BIODIVERSITY AND A HEALTHY SOCIETY
Overview

This section focuses on the interconnections among society environment, and health. It tackles the
value of biodiversity as a source of food, medicine, and other biological resources in relation to
consumption of goods. The section specifically covers the relationship of biodiversity with (a) health and
medicine; (b) food; (c) energy (d) water storage and flood control; and (e) air and water treatment
Objectives
1. Identify the importance of biodiversity as a source of different biological resources, and
2. Discuss the adverse effects of resource depletion on society and the measures to mitigate them.
Instructions: Visit your school garden or the nearest one outside your school/house. Observe the
components of biodiversity that you can find in the garden and identify some of their benefits. Use the table
below.
Components of Biodiversity Benefits (e.g., food, health, medicine and energy)
Biodiversity is defined as the variety of life

present in N Ecosystem. Biodiversity is important in
how society benefits from it. There are three different
types of biodiversity: genetic, specific, and ecological
diversity. Genetic biodiversity refers to the variations
among organisms of the same species. These
variations are usually passed down from parents to
offspring. Species diversity refers to the variety of
species within a particular region. Species diversity is
influenced by the environmental conditions in the
region. Species are the normal measure of bio diversity Marine Biodiversity
for these are the basic units of biological classification.
Species are grouped together in families based on Source: .https://images.app.goo.gl/2tMtD4qHSFufRjtE7
shared characteristics. Lastly, ecological diversity refers to
the network of different species in an ecosystem and the interaction of these species. The variations of
climatic and altitudinal conditions along with varied ecological habitats are the reasons for the richness in
biodiversity of a particular region on earth.
Society benefits greatly from the richness of biodiversity since humans can source from nature
biological resources such as food, medicine, energy, and more. Biodiversity in natural ecosystems can also
regulate climate, flood, pollination, water and air quality, water storage, decomposition of wastes, among
others. However, these numerous benefits of biodiversity are vulnerable to exploitation. Humans need to be
responsible in optimizing the benefits of biodiversity through the proper utilization of science and
technology.
Health and Medicine

Since 2600 BC, people have been using plants
to treat illnesses, hence the practice of herbal medicine.
Cupressus sempervirens (Cypress) and Commiphora
myrha (myrrh), for instance, have been used to treat
coughs, colds, and inflammation since the ancient times.
Herbal medicines were also used in healing rituals and in
the treatment of injuries resulting from wars or accidents.
Various plant-based drug such as gargles, pills,
infusions, and ointments were used in Ancient Egypt as
well as Ancient China. Beginning 100 BC to 300 BC, the
Greeks recorded the collection, storage, and use of
medicinal herbs. During the Dark and Middle Ages, monasteries in England, Ireland, France, and Germany
preserved the Western knowledge of treating illnesses using herbal medicine. As such, the use of herbal
medicine in ancient civilizations was dependent on the biodiversity present in the respective environments.
For example, Salvia apiana (California sage), was an herbal plant used by Indian tribes of
Southern California to aid in childbirth and was believed to protect the
Salvia apiana or California Sage immune system from respiratory ailments. Another example, Alhagi
maurorum (camel thorn), secretes a sweet and gummy substance from its
Source: https://images.app.goo.gl/4fHyMGWL9Fs5A5Ti9 stems and leaves called manna during hot days. Manna from the camel thorn
contains melezitose, and sucrose, an invert sugar. It is believed to have
diuretic, diaphoretic, laxative, expectorant, gastro protective, antiseptic, and ant-diarrheal properties.
Israelis were known to use the roots of the plant to treat diarrhea. The Konkani people smoked the plant to
treat asthma, and Romans used the plant to treat nasal polyps. The plant Ligusticum scoticum (Scotish
lovage) is believed to treat hysterical and uterine disorders. Its seeds are used to relieve flatulence and to
stimulate the senses.
Many medicinal products available in the market today are derived from natural substances from
plants. Salicylic acid, the active ingredient of the anti-inflammatory drug, aspirin, for example, is derived
from the bark of a willow tree. Morphine, one of the most widely known painkillers which was first marketed
and used in the 1800s, is derived from Papaver somniferum commonly known as opium poppy. Digitoxin,
used in the management of congestive heart failure, is derived from Digitalis purpurea (foxglove) which has
already been used to treat heart conditions since the 1700s.
The transmission of diseases due to the

movement of organisms amplified the need to study the
environment in relation to human health. As time went by,
information regarding different diseases and how to treat
them has been extensively documented to come up with
more effective ways of treating them. After penicillin
underwent its first clinical trials in 1938 and the first
indication of antibiotic resistance to penicillin was reported
in 1941, new antibiotics from microorganisms and bioactive
natural products continued to be discovered. In the 1970s,
the production of bacterial strains supersensitive to B-
lactams, tests for the inhibition of B-lactama ses, and Ascomycota
specificity for sulfur-containing metabolites led to the
Source: https://images.app.goo.gl/rDurCeQmsizmbz3K6
discovery of novel
antibiotic structural classes (i.e., norcardicins,
carbapenems, and monobactams). Fungi and microorganisms found in trees, grasses, algae, and
herbaceous plants, and living in the intercellular spaces of plant stems, petioles, root, and leaves have
been widely used in the production of many important medicinal products today.
In 1994, an oral formulation of pilocarpine was used and approved for the treatment of dry mouth
(xerostomia). In 1998, another drug was approved to manage an autoimmune disease that damages the
salivary and lacrimal glands called Sjogren 's syndrome. In 2004, the drug quinine was isolated from the
bark of Cinchona succirubra Pav. ex Klotzsch and was approved to treat malaria (Dias et al., 2012). At

present, more and more developments are being introduced in the pharmaceutical industry to produce new
drugs for the treatment of diseases.
Food
Food is a basic need for human survival.
During the Stone Age, humans relied only on
hunting and foraging to get food. They depended on
what the ecosystem could readily provide them. As
the Earth's population grew, the demand for food
increased. Crops that can be grown were
discovered and cultivated and animals were
domesticated. Throughout history, agriculture and
cultivation evolved from picking desirable crops and
breeding animals to maintaining stable supply of
food to last for long periods of time as preparation
for the changing seasons and the possibility of natural Vegetable crops
disasters. Ways to cultivate desired species of crops
Source: https://images.app.goo.gl/GLZ42zUYFrNsunrv6
and animals suitable for consumption also evolved
throughout time. The increasing demand for food as the
world population grew also resulted in the development of more lands for agriculture.
Farmers and fishermen rely on healthy ecosystems for their livelihood. The benefits of biodiversity
are necessary for the growth of many important crops. About 39 of the leading 57 global crops need birds
and insects as pollinators. Agrobiodiversity is the result of careful selection and innovative developments by
farmers, fishers, and herders throughout the years. Harvested crop varieties and non- harvested species in
the environment that support ecosystems for food production fall under agrobiodiversity.
Energy
Humans rely on energy provided by
ecosystems to do the necessary activities in order to
survive. In the Stone Age, heat energy from fire was
used mainly for survival against harsh cold
environments, for cooking, and for communica tion
with nearby tribes in the form of smoke. In 1000 BC,
coal as a source of energy was used by people in
northeastern China for heating and cooking. It
eventually became popular in other civilizations, such
as the Romans and Northern Native Americans. In 400
BC, water energy or hydro power was used by the Windmills of Pililla, Rizal, Philippines
Ancient Greeks and Romans and for irrigation. In 347 AD,
the earliest known oil wells were developed in China. Source: .https://images.app.goo.gl/ru4XTTNx8DiwH3B4A
They made use of extensive bamboo pipelines with depths of
800 feet for lighting and heating. In 500 to 900 AD, the Persians started to use wind powered grain mills
and water pumps. By 1300, windmills, taking the modern pinwheel shape, were developed in Western
Europe, and in
1390, the Dutch built larger windmills for draining lakes and marshes in the Rhine River Delta.
Wind energy was also used to navigate through bodies of water. During the 1700s to 1800s, at the
time of the Industrial Revolution, biomass as a primary source of energy was replaced with coal and the
British discovered that by burning, coal is transformed into hot- burning coke, a fuel with a high carbon
content and few impurities. With this, the use of coal became widespread all over the world.
ln 1820s, natural gas was used as a source of light although the lack of pipeline infrastructure
made its distribution challenging. In 1830s, the electric generator was developed based on Michael
Faraday's discovery of electromagnetism. In 1850s, commercial oil was drilled which led to the distillation of
kerosene from petroleum. In 1860s, Augustine Mouchot developed the first solar powered system for

industrial machinery. In 1892, geothermal energy was first used. In 1942, the first nuclear fission reactor
was designed and built. In the 19th century and 20th century, the utilization of coal energy shaped the
industrialization of the United States, United Kingdom, and other European countries.
From the development of the use of energy sources throughout history, it can be seen that there
was no direct nor indirect exhaustion of biodiversity in the utilization of energy resources. However, as early
as 1973, the effects on the environment and the risk of potential accidents when using energy alarmed
many environmental organizations. In 1979, a nuclear reactor accident at Three Mile Island near
Middletown, Pennsylvania happened. At the end of 1980, the biggest oil spill in the US waters, the Exxon
Valdez oil spill in Alaska occurred. In the 2000s, a number of catastrophic events transpired, e.g., the coal
ash spill in Tennessee, oil spill in the Gulf of Mexico, and the Fukushima nuclear crisis in Japan (Battaglia,
2013).
A study conducted by Jones, Pejchar, and Kiesecker (2015) reported the repercussions of society's
demand for clean and abundant energy on biodiversity and human well-being. The demands for energy
created a positive impact on unconventional ways of producing energy but, in turn, have resulted in
adverse effects on biodiversity in terms of wildlife mortality, habitat loss, fragmentation, noise and light
pollution, invasive species, and changes in carbon stock and water resources.
Water Storage and Flood Control

The earliest recorded civilizations were
situated near rivers or lakes which made their
livelihoods dependent on water. With increasing
demand for potable and drinkable water along with
the discovery of
groundwater 2,000 years ago, wells began to be
used in the Middle East. Water from rivers and lakes
was also used for irrigation. To cope with the
adverse effects of the changing tides, floodways
were utilized to prevent flooding in nearby
communities that usually result in damaged crops.
Aqueducts were invented and built by the Romans
and the Greeks, to maintain stable water supplies to Source:
communities that were far from bodies of water. Aqueduct
https://images.app.goo.gl/PBgTLBy7dtaL9Shh6
Then, in the late 19th century, with the increasing
demand for potable water and irrigation of crops, dams were built to maintain water supply in communities.
Biodiversity in forests plays an unquestionably crucial role in water resources. Forests provide
natural filtration and storage systems to provide freshwater. The roots and leaves of trees create conditions
that promote the infiltration of rainwater into the soil to fill up the aquifer systems with groundwater, while
percolation occurs allowing the movement of surface water into rivers and lakes. Forests also play a major
role in the water cycle by affecting rates of transpiration and evaporation and water storage in watersheds.
There seems to be a synchrony between indigenous forests and biodiversity so that, in various ways, they
contribute and regulate the quantity and quality of freshwater (Blumenfeld, Lu, Christophersen, & Coates,
2009).
Flooding is mostly known for its adverse effects but it also has some benefits. In the context of
agriculture, flooding can help farmers for it distributes nutrients that particular patches of soil lacked. This
can make the soil healthier and more fertile for the cultivation of crops. Further, floods can also add
nutrients to rivers and lakes thus improving the ecosystem. However, these benefits are not always
achieved because most of the time, flooding causes long term damages. It is also observed that recent
flooding caused by typhoons have been extremely damaging which may be one of the effects of climate
change. In the Philippines, for instance, flooding causes extreme damage in both urban and rural areas. In
urban areas, floods damage homes, roads, and other infrastructures because of the lack of proper drainage
systems and waste management systems. In rural areas, on the other hand, floods easily destroy crops
and farmlands and may even be deadly especially for low-lying areas near rivers and lakes.
Air and Water Treatment

Some of the gases considered as criteria pollutants like NO x and O3, in moderate amounts,
contribute to a healthy ecosystem and balanced biodiversity. However, due to excessive concentrations of
these gases, the capacity of the environment to clean itself and to be resilient is diminished.
Excessive nitrogen stimulates the growth of nitrogen-loving plant species but reduces the
occurrence of plant species adapted to low- nitrogen environment. Nitrogen reduces the resilience of
forests to other environmental stresses such as drought, frost, pests, and diseases. The concentration limit
of nitrate in drinking water is too high to protect natural ecosystems particularly the plant species.
Widespread exceedance of nitrogen critical concentrations will adversely affect the structure and function of
ecosystems.
The effects of excessive nitrogen in the environment may not be felt at once. It may take decades
but this will definitely weaken the resilience of soil and plants. From 1990 to 2006, there was an extensive
vegetation damage around the world due to ozone. Ozone can be good or bad, depending on where it is
found-the earth's upper atmosphere or at ground level. Ozone found at ground level is known as the bad
ozone. It is created by chemical reactions between oxides of nitrogen (NO x) and volatile organic
compounds (VOC) under the presence of sunlight. High levels of ground level ozone promote early
flowering affecting the synchronization or pollinators and flowers. Ground level ozone also damages the
leaves or salad crops, consequently reducing their market value. In 2000, ozone pollution reduced wheat
yield by 14 percent and the tomato yield 9 percent which created a domino effect in the overall production
and consumption of goods.
Negative impacts on vegetation reduce the sink capacity for carbon dioxide and ozone, enhancing
their atmospheric concentrations and affecting the global water cycle. The effects of global warming are
harmful to the environment and its inhabitants. Soils store air pollutants temporarily that affect water
purification. Stored pollutants have adverse effects on soil functioning (e.g., microbes and invertebrates)
and create problems when the retention capacity of soil is reached or disturbed. Worldwide efforts are
being made to decrease nitrogen deposition to the biosphere to enhance plant species diversity and
relative species richness in grasslands.
Protocols on Biodiversity
There is a need to enhance the implementation of regulations and worldwide protocols, such as the
Montreal Protocol and Kyoto Protocol. The Cartagena Protocol among ten Pacific countries, namely, Fiji,
Kiribati, the Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, the Solomon Islands, and
Tonga, aims to ensure the safe transport, handling, and use of living modified organisms (LMOs) resulting
from modern biotechnology that may have adverse effects on biodiversity. It was adopted in January 29,
2000 and was enforced in September 11, 2003. It is linked to the Convention on Biological Diversity, which
helps to protect Pacific communities and biodiversity from the consequences of living modified organisms.
It requires having facilities in place through proper legislative frameworks, laboratory facilities, technology,
and technical capabilities to enable countries to detect, measure, and monitor LMOs that come into the
country (Secretariat of the Pacific Regional Environment Programme, 2016).
Locally, strict implementation of environmental laws among industries and communities alike must be
ensured to prevent further damage of biodiversity from air pollution and water pollution. There should also
be efforts to ensure that whatever treatment is employed, it should not promote mass pollution transfer from
one matrix of the environment to another.
Exercise 1. Film Viewing

Instructions: In class, watch the movie Medicine Man (1992). Then, write a 300- to 500-word reaction paper
focused on the questions below. Cite scenes and instances in the movie to support your answers
1. How does biodiversity provide for people's medical needs?
2. How do researches that utilize biodiversity affect the community?
3. Why are the cultural traditions of the community important in consuming or using the goods
sourced from biodiversity?
4. How do business and development affect biodiversity?
5. What is your take on the value of biodiversity for health and medicine? What are the parameters to
distinguish the good and bad ways of utilizing biodiversity in this context?
Exercise 2. Documentary Video Production

Instructions: In groups with seven members each, prepare a 10-minute documentary video that highlights
the biodiversity in the ecosystem, its benefits to the community, and the efforts carried out by the
community to manage, protect, and preserve it.
Self-Reflect 3.2: Metacognitive Reading Report

Instruction: Read T.C.H. Sunderlands' article entitled Food security: Why is biodiversity important?
(https://www.cifor.org/library13577/tood-security-why-is-biodiversity-important/) Then, accomplish the
metacognitive reading report format below.
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________
a. Before reading the article I thought that _______________________________________
_______________________________________________________________________
However, after reading the article, I now think/learned that ________________________
______________________________________________________________________
b. Before reading the article I thought that ______________________________________
______________________________________________________________________
LESSON 3.3: GENETICALLY MODIFIED ORGANISMS (GMOS) AND GENE THERAPY
Overview
This section discusses the moral and ethical issues concerning GMOs and their impacts on
society. It also sheds light on the various forms and applications of gene therapy.
Objectives
1. Identify the uses and effects of GMOs and gene therapy on society, particularly in the context of
health and economy; and
2. Discuss the moral and bioethical questions concerning genetic engineering
Motivation / Take - Off

Instructions: List down what you currently know about gene therapy and GMOs, and think about possible
problems that may arise as a result of these innovations.
Description / Function Problems
GMOs
Therapy
Gene
Genetically Modified Organisms

Genetically modified organisms (GMOs) are products of artificial manipulation and alteration of a
species genetic material in a laboratory using genetic engineering. Plant, animal, bacteria, and virus genes
may be combined or may be crossbred to produce another kind of species that do not naturally occur in the
environment.
One of the most controversial issues in
science and technology is the introduction of
genetically modified seeds in the agriculture sector
that resulted in increased crop yield. New
technologies are used to artificially develop traits in
plants, such as resistance to browning and pests.
GE 7: Science, Technology, and Society Genetically Modified Potato Page 54 of 69

With the aim to improve harvest and the agriculture sector as a whole, humans seem to be disinterested in
preserving genetic diversity, the natural way.
Increased crop yield, pest resistance, and Source: https://images.app.goo.gl/KGN7Xh2KGz2nJL5c7

other benefits of GMOs are indeed advantageous, yet
there are also disadvantages that need to be studied
comprehensively. In addition, the growing concern with how GMOs may affect consumers' health and the
environment needs to be addressed.
Genetic engineering, usually associated with recombinant DNA technology, is founded on the work
of many scientists over the years. In 1953, the discovery of DNA by James Watson and Francis Crick
opened the gates for the countless possibilities of genetic engineering. In 1973, Herbert Boyer and Stanley
Cohen were the first scientists to genetically modify an organism by combining genes from two
different E. coli.
In 1982, the US Supreme Court ruled to allow the patenting of GMOs. This ruling allowed the
Exxon Oil company to start using a microorganism that can consume oil.
In 1982, the Food and Drug Administration (FDA) approved the first GMO-Humulin, a type of
insulin produced using genetically engineered E. coli bacteria to be available in the market.
In 1993, FDA approved bovine somatotropin (bST), a metabolic protein hormone used to increase
milk production in dairy cows for commercial use.
In 1994, FDA approved the Flavr Savr tomato for sale on grocery stores. This kind of tomato has a
delayed-ripening effect that gives a longer shelf life compared with natural tomatoes.
In 1995, Bt Potatoes and Corn, and Roundup Ready Soybeans were approved safe by the
Environmental Protection Agency (EPA).
In 1996, weeds resistant to gyphosate, the

herbicide used for many GMO crops, were detected
in Australia. Research shows that the super weeds are 7
to 11 times are resistant to glyphosate than the standard
susceptible population. In the same year, Dolly, the first
cloned animal, was born.
In 1997, the European Union ruled in favor of

Source:
mandatory labeling on all GMO food products, including Flavr Savr Tomato
https://images.app.goo.gl/Z4oKp356a
animal feed. F4NEEiY8
In 1998, a genetically modified papaya in Hawaii was found to be resistant to the Ring spot virus
and produced the Bacillus thuringiensis toxin, an insecticide that is not harmful to humans.
Starting 1999, over 100 million acres worldwide are planted with genetically engineered seeds.
In 2000, golden rice was developed in the Philippines to address vitamin A deficiency, which is a
public health issue in Asian countries where rice is a staple food crop. Golden rice is a variety ( Oryza
sativa) genetically modified to biosynthesize beta-carotene, a precursor of vitamin A, in the edible parts of
rice. Additional three beta-carotene- synthesized genes differentiate the golden rice from its parental strain.
The introduction of golden rice was opposed by environmental and anti-globalization advocates because
this GMO was thought to compromise food production, nutrition, and financial security.
In 2003, a Bt-toxin-resistant caterpillar-cum-moth, Helicoverpa zea was found feasting on GMO Bt

cotton crops in the southern United States.
In 2006, Yorkshire pigs were genetically modified to produce offspring that produce the enzyme
phytase in their saliva to digest plan phosphorus, unlike that of normal pigs.

In 2011, a research in eastern Quebec found Bt toxins in the blood of pregnant women and
showed evidence that the toxin could be passed on to the babies.
In 2012, French farmer Paul Francois sued Monsanto for chemical poisoning that he claimed was
caused by the pesticide Lasso, which was part of the Roundup Ready line of products. He won the case.
As early as 2013, corn and poplars were genetically modified and used to produce biofuel, which is
regarded as an efficient substitute for petroleum products.
In 2014, the patent on the Roundup Ready line of genetically engineered seeds ended.
Numerous GMOs are produced all over the world. Those mentioned here involve mutation.
Science agrees that the majority of mutations attempted on a species have the probability to fail miserably,
and the individual plant/animal would not survive (Mayr, 2007).
To date, the production and consumption of GMOs are being argued upon due to their safety
alongside the right of humans to modify naturally occurring organisms. New organisms created using
genetic engineering can pose ecological issues because the long-term effects of genetic engineering to the
environment is uncertain. GMOs may cause imbalance in the ecology of a region just as what exotic
species do. An accident in genetically engineering virus or bacteria, for example, could result in super
bacteria that display antimicrobial resistance, which may cause a serious epidemic when released.
Gene Therapy
Gene therapy is the method of
inserting genes or nucleic acid into
cells as a drug to treat genetic
diseases. In 1972, Theodore Friedman
and Richard Roblin proposed that
people with genetic disorders can be
treated by replacing defective DNA
with good DNA.
In 1985, Dr. W. French

Anderson and Dr. Michael Blasse
worked together to show that cells of
patients with Adenosine deaminase
(ADA) deficiency can be corrected in
tissue culture. In 1990, the first Source: https://images.app.goo.gl/di3EoKRqVdy49QfKA
approved gene therapy clinical research took place at the National Institutes of Health (NIH) under the team
of Dr. Anderson. It was conducted on a four-year-old girl who had ADA deficiency. In 1993, the first somatic
treatment that produced a permanent genetic change was performed.
The first commercial gene therapy product Gendicine was approved in China in 2003 for the
treatment of certain cancers. Due to some clinical successes since 2006, gene therapy gained greater
attention from researchers but was still considered as an experimental technique.
In 2016, the Committee for Medicinal Products for Human Use (CHMP) of the European Medicines
Agency (EMA) endorsed the gene therapy treatment called Strimvelis that was approved by the European
Commission in June 2018.
Some studies transplanted genes to speed up the destruction of cancer cells. Gene or cell
therapies have emerged as realistic prospects for the treatment of cancer, and involve the delivery of
genetic information to a tumor to facilitate the production of therapeutic proteins. This area of gene therapy
still needs further studies before an efficient and safe gene therapy procedure is adopted ( Gene
Revolution: Issues and Impacts, n.d., Wirth et al., 2013).
Ethical Issues in Genetic Engineering

Various concerns on genetic engineering arise, making gene therapy and GMOs very controversial
innovations in Science and technology. Others support that it is unethical for humans to have a hand in

genetically altering and engineering organisms. There are instances when genetic engineering have
caused severe repercussions to public health. Until today, cloning is still unacceptable to many for it
violates the belief that only a higher being should be responsible for the existence of organisms on earth.
There are also ethical and moral issues on stem cell therapy as it makes use of stem cells sourced from
human embryos and thus destroys them. These concerns regarding genetic engineering and gene therapy
are rooted in the question of whether or not humans are playing gods in the alteration of genes of
organisms.
Genetic engineering also poses problems in agriculture. Hence, there is a need to study the
ecological processes applied to agricultural production systems. Agroecology is a field of study that
presents novel management approaches on farming systems that may help address concerns regarding
the effect of GMOs on biodiversity and the health of the consumers. Further researches as well as clinical
experiments to outline functional mechanisms, predictive approaches, patient-related studies, and
upcoming challenges should be done to address existing problems in the development of and to acquire
future perspectives in gene therapy.
Exercise 1. Conceptualize a GMO

Instructions: On the box provided, draw a possible GMO. In conceptualizing a GMO, think of the features or
characteristics that you imagine it possesses and its potential impacts on society. Be ready to share your
output in in a 2-minute video clip answering the questions that follow.
1. What is your GMO, it's modified characteristics and features?
2. In what ways do you think this GMO can positively impact society?
3. What ethical issues or concerns may arise as a result of this GMO?
Exercise 2. GMOs in Food

Instructions: As a take-home enrichment task, search the internet for edible products that make use of
GMOs as ingredients. Choose a particular GMO and research on it. Paste a photo of your chosen
GMO and answer this question.
1. How does the use of a GMO ingredient in the product reduce the drawbacks of the same product
that use non-GMO ingredient?
Exercise 3. Bioethical Dilemma using GMOs

Instructions: Read the article SC reverses ruling on Bt talong tests below. Then, with a partner answer
the questions that follow.
SC reverses ruling on Bt 'talong' tests

By Estrella Torres and Ronnel W. Domingo
The Supreme Court on Tuesday reversed its decision rendered in

December last year that stopPped the field testing of the controversial
genetically modified eggplants and issuance of new permits on
genetically modified organisms (GMOs).

The high court, in an en banc ruling, granted the petitions for nine
motions for reconsideration filed by Bt (Bacillus thuringiensis) "talong"
eggplant) proponents that earlier asked the high court to set aside its
ruling on the ground ot mooness |situation in which there is no longer
any actual controversy.
The petitions were hled by lnternatonalService for the Acquisition

of Agri-Biotech APpicanons 1nC, Environmental Management
Bureau, Crop Life Philippines, niversity of the Philippines Los Baños
Foundation, and University ot the Philippines.
The Supreme Court spokesperson, Theodore Te, explained in

a media briefer that "these cases, which stemmed from respondents
petition for writ of kalikasan, were mooted by the expiration of the
Biosafety Permits issued by the Bureau of Plant Industry and the
termination of Bt talong field trials subject of the permits."
A writ of kalikasan is a legal remedy under Philippine law which

provides for the protection of one's right to "a balanced and healthful
ecology in accord with the rhythm and harmony of nature," as provided
for in the Constitution. It may be sought to deal with environmental
damage of such magnitude that it threatens lite, health, or property of
inhabitants in two or more cities or provinces.
The high court agreed that the case should have been dismissed
"for mootness" in view of the completion and termination of the Bt
talong field trials and expiration of the biosafety permits.
Associate Justice Estela M. Perlas-Bernabe penned the new

decision, which replaced the one written by now-retired Assocate
Justice Martin S. Villarama Jr.
In the new decision, the high court said Bt talong proponents

neither went beyond the field-testing phase nor distributed the product
commercially.
The lack of commercial propagation meant there was n

guaranteed aftereffect that needed to be adjudicated.
“Any future threat to the right of herein respondents or the public

in general to a healthful and balanced ecology is therefore more
imagined than real," said a portion of the new high court ruling.
The court decision added that it should not have ruled that the
Department of Agriculture's Administrative Order No. 08-2002 was
invalid.
Te explained that the question of the order's constitutionality

should not have been acted upon because "this matter was only
collaterally raised" by Greenpeace in its bid to halt the Bt talong trials.
Farmers and processors of corn in the country "welcomed with

great relief" the new Supreme Court decision.
Philippine Maize Federation Inc. (PhilMaize) said the December

decision had threatened corn farmers' welfare and disrupted the

domestic supply chain.
"Kudos to [the high court| for upholding the tangible benefits

that biotechnology brings to the Filipino people and our country's
economy," said PhilMaize president Roger Navarro.
Following the December ruling, the Department of Agriculture,

along with the Department of Science and Technology, Department
of Health, Department of Environment and Natural Resources, and
the Department of the Interior and Local Government issued a joint
department circular to replace the DAO No. 8 issued in 2002.
In the Philippines, corn is the only GM crop that is so far allowed

for commercial production. Filipino farmers grow two GM corn
varieties-one that is resistant to the Asian corn borer and another pest
that is tolerant of herbicides.
The bulk of the country's corn output is intended for animal feed
production. About 70 percent of locally produced corn for feeds are
genetically modified, according to the agriculture department.
Citing data from the Philippine Statistics Authority, PhilMaize

said around 70 percent of the country's corn output-peeged at 7.5
million tons in 2015-was genetically modified.
Source: Torres, E. & Domingo, R. (2016 Jul 28). SC reverses ruling on BT talorng' tests
Inquirer.net. Retrieved from https://newsinfo.inquirer.net/8002621sc-reverses-ruling-on-bt:talong-tests
Questions:
1. What are the relevant facts of this case?
2. What are some ethical questions or concerns raised in this case?
3. Who are the stakeholders in this situation? Who are affected by the decisions made?
4. What values influence th decision of each group of stakeholders?
5. What are some possible actions and their consequences?
6. What do you consider to be the best action and why?
Exercise 4. Bioethical Dilemma of Gene Therapy

Instructions: Read the article Bubble kid success puts gene therapy back on track on
https://www.newscientist.com/article/mg22029413-200-bubble-kid-success-puts-gene-therapy-back-
ontrack. Then, individually, answer the questions that follow.
Questions:
1. What are the relevant facts of this case?
2. What are some ethical questions or concerns raised in this case?
3. Who are the stakeholders in this situation? Who are affected by the decisions made?
4. What values influence the decision of each group of stakeholders?
5. What are some possible actions and their consequences?
6. What do you consider to be the best action and why?
Self-Reflect 3.3: Metacognitive Reading Report

Instructions: Read Robert Steinbrook's The Gelsinger Case on
https://www.uab.edu/ccts/images/steinbrook_Gelsinger_-_OxlordTextbook-08-3.pdt). Then, accomplish the
metacognitive reading report below.
a. ______________________________________________________________________
b. ______________________________________________________________________
c. ______________________________________________________________________

a. Before reading the article I thought that _____________________________________
_______________________________________________________________________
However, after reading the article, I now think/learned that ________________________
______________________________________________________________________
b. Before reading the article I thought that ______________________________________
______________________________________________________________________
LESSON 3.4: NANOTECHNOLOGY
Overview:
This section discusses nanotechnology and how the manipulation of matter on a nanoscale
impacts the society. It focuses on both the advantages and disadvantages of nanotechnology.
Objectives:
1. Discuss the antecedents of nanotechnology and its importance to society;
2. Enumerate the positive and negative impacts of nanotechnology on the environment and society;
and
3. Identify the moral and ethical questions and concerns surrounding nanotechnology.
Instructions: What are the potential advantages and disadvantages of the ability to manipulate the building
blocks of the world (i.e., individual atoms and molecules) at dimensions and tolerances of less than one-
billionth of a meter? List down your ideas.
Manipulation of Atoms and Molecules
Advantages Disadvantages
Nanotechnology is the branch of technology that deals with the manipulation and study of matter at
the nanoscale. It covers all types of research and technologies that deal with the special properties of
matter on an atomic molecular and supramolecular scale.
Scientists in the field of chemistry, biology, physics, materials science, and engineering are all
involved in studying matter on the nanoscale. Nanotechnology is "convergent" because it brings together
various fields of science through its innovations, e-g, DNA silicon chips, converging between semiconductor
science (inorganic chemistry) and biology, with applications in the medical industry. It also involves design,
characterization, production, and application of structures, devices, and systems by controlling shapes and
sizes at the nanometer scale. This technology is "enabling' in the sense that it provides the platform and the
tools to produce innovations.
To decipher how nanotechnology works, three

dimensions must be considered. The first dimension involves
tangible objects which include materials, devices, and systems.
The second dimension deals with the passive and static objects
i.e., nanoparticles that have prop erties different bulk objects,
even if they have the same composition; the active devices, i.e.,
those that can store information, induce energy, or change their

Source: https://images.app.goo.gl/sE8mbsx7rY1qRNvf9
NanoFacture
state; and the nanofacture, which refers to atomically precise manufacturing (APM), i.e., collection of
instruments and procedures. The third dimension is direct nanotechnology which refers to materials
structured at nanoscale components. This also extends to indirect nanotechnology, which starts with
nanoparticles but can be used in huge applications i.e., hugely powerful information processors with
individual nanoscale components (Ramsden, 2009).
Applications of Nanotechnology
With scientists and engineers continuously finding ways to make materials at the nanoscale, more
and more uses of nanotechnology arise.
In medicine, nanotechnology has numerous applications in the

development of more effective drugs. Assisted by the view of molecules
afforded by X-ray lasers, biological mechanisms can be simulated to
destroy a cancer cell while it is treated by drug-bearing nanoparticles.
Nanobots, or molecular- scale workers can employ molecular processes
within cells, which can deliver drugs to specific molecular sites or even
carry out surgery (Biercuk, 2011). It is now possible to diagnose
prevalent contagious diseases like HIV/AIDS, malaria, tuberculosis,
among others, with screening devices using nanote chnology
(Maclurcan, 2005).
Water purification systems containing nanomaterials and

Nanotechnology on red blood cells
utilizing new membrane technologies containing variable pore-sized
filters (i.e., the forward-osmosis membrane technology of Hydration Source:
Technologies) are now available (Jadhawar, 2004). Nanoparticles are https://images.app.goo.gl/5EsnoVU2UF1vqkpe6
also used to prepare heat-resistant and self-cleaning surfaces, such
as floors and benchtops. Nanoparticles of silicon dioxide or titanium dioxide can also make a surface repel
water, thus preventing stains. Detergent molecules self-assemble into a sphere to form a micelle that
allows the detergent to trap oils and fats within the cavity of the sphere
that aids in washing surfaces. Zeolites are silicon oxides and aluminum oxides that have specific
nanoporous cage-like structures that are used as molecular sieves.
In agriculture, novel techniques of nanotechnology applications are applied to breed crops with
higher levels of micronutrients to detect pests and to control food processing (Heckman, 2005). Ultra-
small probes on earth surfaces for agricultural applications and control of soil, air, and water contamination
are developed using nanotechnology (Zhang et. al, 2011).
A simple, cheap, and effective way of removing

arsenic in soil and water is through the use of TiO 2,
nanoparticles. (Pena et al., 2005). A nanotechnology-
inspired detector from Washington, which can sense the
smallest amount of radiation, located a nuclear leak faster
and more acc urately at the Fukushima Daiichi Nuclear
Power Plant (Zhang et al., 2011). Chlorinated compounds
(i.e., chlorinated solvents and pesticides, polychlorinated Nanotechnology application in agriculture
biphenyls (PCBs), and brominated compounds) are major
environmental contaminants that can be reduced using Source: https://images.app.goo.gl/4rr6p7DJx6LhJxTn9
nanoscale metal particles, such as FeO and Fe-Ni in
conjunction with iron filings Fe(0)] (Dayrit et al., 2008).
Silver (Ag) has long been known to exhibit strong antimicrobial properties. Its
activity has been enhanced with the discovery that the bactericidal
properties of Ag nanoparticles (1-100 nm are dependent on both their size
and shape.
Bio nanotechnology can support cleaner production methods and

provide alternative and renewable energy sources to enhance the
sustainability of factories (Colvin,

2003). Nanotechnology helps in energy consumption like in the use of graphene into a coating material
resulting in the need for only one layer, which does not require a
multifunctional film coating. Nanoscale chemical reagents or catalysts are Graphene Buckyballs
smaller yet they increase the rate of chemical re actions, thus lessening Source:
the input of raw materials (Zhang et al., 2011). https://images.app.goo.gl/3EbAj7G1MerMR5HAA
In the Philippines, nanotechnology can be applied in making sources of renewable energy

accessible to many, developing medicine that would address serious diseases, improving the state of
agriculture, and more. There are also existing and ongoing research studies funded by the Department of
Science and Technology (DOST) on the possible application of technology, as well as on Nano-Metrology
and Education and Public Awareness.
Challenges of Nanotechnology
The advantages brought by innovations in nanotechnology come with a price. With rapid
developments in nanotechnology, its adverse effects become more visible.
The environmental effect of mineral-based nanoparticles found in cosmetics, paints, clothing, and
other products are questioned as they go through sewerage treatment plants untreated due to their
undetectable size. They can be carried down by fine silts or micro plastics with both inorganic and organic
pollutants. Thus, these may affect water source (Biercuk, 2011). For instance, in the 1980s. a
semiconductor plant contaminated the ground water in Silicon Valley, California (Zhang, et. al., 2011).
Carbon
nanotubes used in the
manufacture of memory
storage, electronics,
batteries, etc. were
found to have unknown
harmful impacts to the
human body by
inhalation into lungs
comparable to asbestos
fiber 11. A pulmonary
toxicological evaluation
of single-wall carbon
nanotubes indicated that
it is more toxic than
carbon black and quartz.
Due to its size,

Nano contaminants Source: https://images.app.goo.gl/rMreNCiNVr2XxeZa6 a nanoparticle is not easy to
analyze. Lack of information and
methods of characterizing
nanomaterials makes it a challenge to detect its concentration in air or in any matrix of the environment.
Predicting the toxicity of a nanomaterial relies heavily on information about its chemical structure since
minor changes in its chemical function group could drastically change its properties. Point-
to-point risk assessment at all stages of nanotechnology should then be conducted to ensure the safety to
human health and environment.
Risk assessment should include the exposure risk and its probability of exposure, toxicological
analysis, transport risk, persistence risk, transformation risk, and ability to recycle (Zhang et al., 2011). This
is which is quite expensive due to the difficulty of detecting nanoparticles.
Ethical Dilemmas of Nanotechnology

With the identified potential hazards that nanoparticles can bring to human health and the
environment, should people disregard the benefits that nanotechnology provide them?

Issues raised regarding nanotechnology should be further studied, and nanotechnology methods
should be modified. For example, altering the composition of graphene, known to be one of the most
advanced materials for structural improvement, replacing silicon in electronic devices, and thermal
transferring nanomaterials can be done to diminish environmental hazards. of nanotechnology. Some
studies also found microorganisms that can decompose graphene to make it less toxic for the environment
(Zhang et al., 2011).
It is imperative, therefore, that experts and governments support themselves with enough
knowledge on how nanomaterials work for the benefit of society.
Exercise 1. Flash Card Making

Instructions: Research on a nano product available in the market today. Draw or paste a picture of the
product on a 15 x 20-inch illustration board. At the back, write a 50-words description about the product,
particularly explaining how it was produced using nanotechnology. Prepare for a two-minute discussion of
your flashcard in a form of video clip.
Exercise 2. Our Share to a Nano Safe World

Instructions: Work with a partner. Review the potential hazards of nanotechnology that you learned in this
section. Then, propose a policy that addresses the potential hazards you identified. Use the
template below for your policy proposal.
1. Name of the Policy Proposal:

2. Proponents
a. Names:
b. Email
c. CP Number:
d. Course/Year:
3. Date:
4. Problem statement (100-200 words):
5. Policy statement (200-300 words):
6. Additional Information
a. Timetable for implementation:
LESSON 3.5: CLIMATE CHANGE AND ENVIRONMENTAL AWARENESS
Overview
This section reviews key concepts on climate change and its various impacts on society, and
weighs in on the local, regional, and global efforts to address it. It primarily aims to inculcate environmental
awareness among students.
Objectives:
1. Explain climate change and its adverse effects on the environment and society;
2. Promote the significance of disaster preparedness in the face of natural disasters, and
3. Discuss the value of conserving and preserving the environment to address the impacts of climate
change on society.
Instructions: Examine the picture below. It was taken during the aftermath of Ondoy, the devastating
tropical storm that hit the Philippines in 2009. Form groups with four members each. Discuss among
yourselves how climate change is connected to environmental destruction. You may share with your
groupmates your memories of typhoon Ondoy in order to enrich your discussion. Alternatively, you may
share your own experiences or observations about the impacts of climate change on the environment.

Source: https://images.app.goo.gl/hZJE8z5vWop8Ru45A
Climate change is the range of global phenomena caused by burning fossil fuels that add heat-
trapping gases to the Earth's atmosphere. Global warming, used interchangeably with climate change,
specifically refers to Earth's upward trend of temperature since the 20th century. It is generally defined as
the general warming effect caused by greenhouse gases in the atmosphere. The greenhouse gases absorb
infrared radiation that enters the atmosphere and radiate it to the Earth's surface as heat, thereby warming
the Earth. Some common greenhouse gases that contribute to global warming include naturally occurring
gases such as carbon dioxide (CO,), methane (CH), and nitrous oxides (NO), and man-made gases such
as chlorofluorocarbons (CFCs), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur
hexafluoride (SF6).
Global warmin g keeps the planet warm

and prevents warm air from leaving the planet.
The global warming potential (GWP) of natural
greenhouse gases are small as compared with
that of other anthropogenic gases from the
burning of fossil fuels, power plants,
transportation vehicles, and other industrial
processes. Man-made greenhouse gases and the
increase in concentration of natural greenhouse
gases cause adverse global warming.
Deforestation is also pointed at as a

culprit to this adverse phenomenon. When forest Emission of greenhouse gases
land is destroyed, CO, is released into the air,
thus increasing the levels of long-wave radiation Source: https://images.app.goo.gl/9saYwjrvESY7movF9
and trapped heat. Deforestation also affects
biodiversity because damage in the rainforest results in the destruction of wildlife habitats.

Several
effects of
climate
change are
already felt
and
observed.
One example
is the melting
of ice caps in
the polar
regions of the
Earth that
causes
dilution of salt
in the ocean
and
disruption of
natural ocean
currents.
Source: https://images.app.goo.gl/KrZbDH8PS9D3kSSr8
Ocean currents control temperatures by bringing
warmer currents into cooler areas and cooler
currents into warmer areas. Disruption of this activity can result in extreme changes in temperature that
may affect global or regional climate patterns. The melting ice caps also affect albedo, the ratio of the light
reflected by any part of the Earth's atmosphere. Snow, with the highest albedo level, reflects sunlight back
into space making the Earth cooler. When snow melts, the Earth's temperature rises resulting in climate
change.
Changing wildlife adaptations and cycles is another effect of global warming. For instance, spruce
bark beetles in Alaska only appear on warmer months, but since there 1s a rise in global temperatures,
they started to appear all year-round, chewing on spruce trees and thus leaving the forest damaged. Polar
bears are also decreasing in number because the melting of the polar ice caps has caused them to starve
and lose habitats. Melting of ice caps can also cause sea levels to rise which may greatly affect low-lying
coastal areas where large populat ions dwell.
Diseases have also spread due to climate change. Migration distances for many migratory species
greatly increased which can possibly displace disease-carrying insects, crucial pollinators, and crop pests
into new areas. Greater distances also mean greater lengths to go to in order for animals to survive.
Stratospheric Ozone Depletion

A thin layer of ozone (O 3) is maintained at the stratosphere as protection from the sun's harmful
ultraviolet rays. Only a thin layer is needed because when there is higher O 3 concentration, meteorological
parameters, i.e., temperature and wind, brings down in the troposphere and causes respiratory problems in
humans. In this case, O3, becomes a criteria pollutant. Ozone depletion occurring in the stratosphere
therefore is a normal photolytic process as well as O 3 formation. The following reactions occur to maintain a
thin layer of O3.
Due to the presence of substance X, which are free radical catalysts such as chlorine radical (CI)
and bromine radical (Br-) coming from substances made of chloroforms or bromine-based substances used
as aerosols, refrigerants, fire retardants, and the like, and nitric oxide radical (NO), and hydroxyl radical
O2 + UV (<242
(OH°), which are naturally occurring, nm) 
the ozone O + O and
formation (Equation 1) is now represented as
destruction
follows: O + O2 + M  O3 + M (Equation 2)
O3 + UV or visible  O + O2 ( Equation 3)
X + O3  XO + O2 (Equation 4)
XO + O2  + O2 (Equation 5)
O + O  O
GE 7: Science, Technology, 3and Society2 + O 2 ( Equation 6) Page 65 of 69
As an intermediate product, say X is Cl: ClONO, will be produced. This substance is inert and is
deposited on both the northern and southern polar regions due to winds as the Earth rotates. The problem
occurs when the CIONO2 reservoirs are exposed to direct sunlight when a part of the polar region
experiences six straight months of daytime, 24/7. The following reactions produce the obnoxious CI radical,
which is very reactive to the point of destroying 100,000 molecules of O 3, in the stratosphere.
HOCl + hv  Cl + OH (Equation 7)
Cl + O3 + M  ClO + O2 (Equation 8)
OH + O3  HO3 + O2 ( Equation 9)
20  3O2 (Equation 10)

ClO + HO2  HOCl + O2 (Equation 11)
HOCl + hv  Cl + OH (Equation 12)
The worst case will occur if the available X is Br, which is 100 times more reactive than CI
(Rowland, 2006).
Although a direct relationship exists between global warming and stratospheric ozone depletion,
the correlation on the greenhouse gases as they contribute to creating the cooling conditions in the
atmosphere may lead to ozone depletion.
When SO2, and NO2, react with particulate matters (dry) or with water vapor (wet, acid deposition
occurs which causes surface water acidification and affects soil chemistry. At pH levels lower than 5, acid
deposition may affect the fertilization of fish eggs and can kill adult fishes. As lakes and rivers become
highly acidic, biodiversity is reduced. Many soil organisms cannot survive if the pH level of soil is below 6.
Death of microorganisms because of acid deposition can inhibit decomposition and nutrient recycling
because the enzymes of these microbes are denatured by the acid or are changed in shape so they no
longer function. Deposition of sulfur and nitrogen oxides affects the ability of leaves to retain water under
stress. The low pH level of soil also allows the rapid mobility of heavy metals present in the soil, i.e., Pb",
Cu", and Al", and thus, contaminates growing plants, which may then bio accumulate the heavy metal
concentration as it is passed from a higher trophic level to another. As these impacts affect aquatic and
terrestrial ecosystems, it is also imperative to examine the connection between acid deposition and climate
change (Mihelcis, 2014).
Thermal Inversion
The major component of photochemical smog, peroxylacetyl nitrate (PAN), is a combination of
different criteria pollutants. PAN is a transporter of NO x, into rural regions and causes ozone formation in
the global troposphere, which can decrease visibility especially in elevated places. The pollutants that come
from sources (i.e., industrial chimney or stack) mix with air. The mixed air normally rises to the atmosphere.
In a normal cycle of thermal inversion, an unstable air mass and air constantly flow between warm and cool
areas. This allows fumigation of the mixed air on a higher elevation. Due to increased concentrations of
pollutants during an inversion episode, temperatures increase with increasing altitude and this disrupts the
movement of the mixed air to a higher level since the warm inversion layer then acts as a cap or a layer
that forms stable air masses.
Thermal inversion is also affected by weather conditions, or it may also occur in some coastal
areas because of the upwelling of cold water that lowers surface air temperature. Topography or man-
made barriers like high-rise buildings can also create a temperature inversion. The cold air may be blocked
by these barriers and then pushed under the warmer air rising from the sources, thus creating the
inversion. Freezing rain or ice storms develop in some areas with a temperature inversion
in a cold area because snow melts as it moves through the warm inversion layer. The rain continues to fall
and passes through the cold layer of air near the ground. As it moves through this final cold air mass, it

becomes "super-cooled" drops, cooled below freezing point without becoming solid. Intense thunderstorms
and tornadoes are also associated with inversions because of the intense energy released after an
inversion blocks the normal convection patterns of a region. (ThoughtCo.). Thermal inversion profiles lead
sea surface temperature to decrease on the seasonal time scale via heat exchange at the bottom of the
mixed layer, which balances climatological atmospheric cooling in fall and winter (Nagura et al., 2015).
El Niño is a normal climate pattern that describes the unusual warming of surface waters in the
eastern tropical Pacific Ocean also known as the "warm phase." The opposite of it is La Niña, the "cool
phase" which is a pattern that describes the unusual cooling of the surface waters of the region. These
phenomena are supposed to occur perennial and globally, on one end of the equator and on the other.
However, abnormalities in the occurrences of these phenomena cause widespread and severe changes in
the climate. Rainfall increases drastically in Ecuador and Northern Peru, contributing to coastal flooding
and erosion due to the convection above warm surface waters. Increased rains bring floods that may
destroy properties. On the other side of the world, El Niño brings droughts that threaten the supply of water
and destruction of crops affecting agriculture. Stronger El Niño and La Niña events also disrupt global
atmospheric circulation bringing colder winters, unusually heavy rains and flooding in desert areas, and
other weather abnormalities (News/Floods, 2016).
Aside from the physical damages caused by disasters, they also come with mental and emotional
damage. Victims of disasters may suffer from trauma, depression, or anxiety because of experiencing
loss caused by disasters. This is why climate change should not be perceived as an isolated issue-it affects
many aspects of human life.
Environmental Awareness
One of the main culprits of climate change is increasing
CO2, presence in the atmosphere, coming from industrial and
mobile sources. Shifting from fossil fuels as sources of energy
to renewable energy resources, (e.g., solar, wind, or
hydropower) is one way to decrease the generation of CO 2,
Spaces that need air conditioning or heating should be sealed
to ensure adequate insulation and energy efficiency When
buying appliances, such as refrigerators, washing machines
and the like, it is recommended to buy those that are tagged as
energy efficient. Water consumption should also be lessened
since pumping and heating water also uses up energy. Light
Emitting Diode (LED) bulbs are ideal to use because they
lessen up to 80% of energy consumption compared with Light bulb energy saving statistics
incandescent bulbs. Using fuel-efficient vehicles with higher
fuel economy performance is another way to lessen fossil Source: https://images.app.goo.gl/vSUnL8GgGP3tMpmi9
fuel consumption (Denchak, 2017). There are many ways to
minimize the effects of climate change. environmental efforts to address climate change should be done
individually collectively. Since the environment is contiguous, the responsibility to care for it should also be
shared not only locally but also regionally and globally. Countries should come together to adopt protocols
and agreements so to help each other solve climate change.
The Kyoto Protocol is an international agreement that extends the United Nations Framework
Convention on Climate Change (UNFCCC) in which the Philippines is one of the signatories. This protocol
commits each signatory or member by setting internationally binding emission reduction targets. This was
adopted in 1997, but the first commitment period started in 2008 and ended in 2012. In order to be
sustainable without jeopardizing the need for energy for economic growth, developed countries committed
to cut their CO2, emissions by 2% up until 2050 to help address the problem of climate change. It is
estimated that by 2050, the world will have an approximate 80% reduction on CO 2, emissions (Pacala,
2009).
The Montreal Protocol is another global agreement set to protect the stratospheric ozone layer by
phasing out the production and consumption of ozone depleting substances (ODS). The protocol aims to
help the ozone layer recuperate from the hole it has attained due to increasing presence of ODS in the
atmosphere. It is signed by 197 countries including the Philippines (USEPA, 2017).

Disaster Risk Management
When the Philippines was struck by typhoon Haiyan (locally called typhoon Yolanda) in November
2013, the death toll reached 6,340. Many blamed the lack of disaster risk reduction efforts for the extreme
damages the typhoon brought to the country, especially in the regions where the typhoon made a landfall.
The government was also blamed for the lack of or weak evacuation plans in different localities. In
Tacloban, Leyte, government aid was slow. Many resorted to looting shops, and cadavers were strewn all
over the city. Because of the extent of the damage, the city was not easily reachable which made the
distribution of relief goods difficult. However, with a proper disaster risk reduction management plan, the
destructive effects of the typhoon could have been reduced, if not avoided.
What happened to Tacloban during typhoon Haiyan is an example of why disaster risk
management plans should be established. With the coming of more intense typhoons because of climate
change and with the geographical vulnerability of the Philippines to a number of typhoons every year, it is
important for the country to establish measures to mitigate the effects of natural disasters for the benefit of
the citizens. In the aftermath of typhoon Haiyan, the National Disaster Risk Reduction and Management
Plan (NDRRMP) of the National Disaster Risk Reduction and Management Council(NDRRMC) of the
Philippines for 2011-2018 was revisited and prioritized.
This is a plan that guides the country on how sustainable development can be achieved through
inclusive growth while building the adaptive capacities of communities, increasing the resilience of
vulnerable sectors, and optimizing disaster mitigation opportunities with the end in view of promoting
people's welfare and security. It aims to strengthen the capacity of the national government and the local
government units(LGUs), together with partner stakeholders, to build the disaster resilience of communities
and to institutionalize arrangements and measures for reducing disaster risks, including projected climate
risks and enhancing disaster preparedness and response capabilities at all levels.
Exercise 1. Debate
Instructions: Watch Al Gore's documentary film, An Inconvenient Truth (2006). Take down notes while
watching the documentary film. Does climate change really exist? Consider arguments and evidence
presented by scientists who are not convinced and those who argue for the existence of climate change.
Exercise 2. Pair Essay

Instructions: Watch the video Typhoon Haiyan: Eye of the Storm on YouTube
(https://www.youtube.com/watch?v=-BnahLg_LG_DmQ). Then, with partner, write a reaction essay on the
documentary using the following questions. Limit your essay to 300-500 words.
1. What are the impacts of climate change on meteorological patterns?
2. What pieces of evidence are presented that prove or reinforce the connection between climate
change and the changing meteorological patterns?
3. How did the documentary affect your personal beliefs and actions toward protecting the
environment?
Exercise 3. Climate Change and the Filipino Student

Instructions: Watch the video entitled PANAHON NA! Ang Hamon sa Pinoy at Climate Change on YouTube
(https://www.youtube.com/watch?v=iOJYCHA_PeA). Then, form groups with six members each.
Brainstorm ideas and create a five-minute explainer video about what an ordinary Filipino student like you
can do or contribute to battle against climate change. Ideas presented in the video must be the result of
your brainstorming. The video should have concrete steps that are doable.
References
1. Quinto, E. J. M. (2019). Science, Technology, & Society: Outcome-Based Module (1st ed.). C & E
Publishing, Inc. Quezon City, Philippines.
2. McNamara, SJ. D. J., Valverde, V. M., & Beleno, III. R. (2018). Science, Technology, and Society
(1st ed.), C & E Publishing, Inc. Quezon City, Philippines.
3. Ballena, N. D. S., Bernal, R. D., Paquiz, L. G., Ramos, R. C., & Viet, L. C. (2004). Science.
Technology and Society. Trinitas Publishing, Inc., Trinitas Complex, Patoc Road, Pantoc,
Meycauayan, Bulacan, Philippines.


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General Concepts in Science, Technology, and Society

General Concepts in Science, Technology and Society

CHAPTER 1: HISTORICAL ANTECEDENTS IN WHICH SOCIAL CONSIDERATIONS CHANGED THE

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

C. Discuss the scientific and technological development in the Philippines

CLUE SCIENCE FIELD OF STUDY

LESSON 1: SCIENCE, TECHNOLOGY AND SOCIETY IN THE ANCIENT TIMES

EARLY HUNTING AND GATHERING TOOLS

ANCIENT AGRICULTURAL PRACTICES

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EARLY AGRICULTURAL TOOLS

Boats are used in a number of ways. They

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LESSON 2: SCIENCE, TECHNOLOGY AND SOCIETY IN THE MIDDLE AGES

PONTOONED BUSH PLANE

MICROSCOPE, 18TH CENTURY

WEAPONS OF MEDIEVAL WARFARE

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SIR ISAAC NEWTON

LESSON 3: SCIENCE, TECHNOLOGY AND SOCIETY IN THE MODERN TIMES

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Early radio programs depended on microphones, devices that

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OUTSTANDING FILIPINO SCIENTISTS

1. Ramon Cabanos Barba  outstanding research on tissue culture in Philippine mango.

OTHER OUTSTANDING FILIPINO SCIENTIST RECOGNIZED WORLDWIDE

1. Caesar A. Saloma  an internationally renowned physicist

1. Make an informational poster indicating the significant contribution/scientific and technological

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You may visit this site: https://you.be/VizAMSRooLc

SCIENCE, TECHNOLOGY, AND SOCIETY AND ITS HISTORICAL DEVELOPMENTS

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____________1. Who first described Newtons rings?

CHAPTER 2: INTELLECTUAL REVOLUTIONS THAT DEFINES SOCIETY

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LESSON 1: SOCIETAL TRANSFORMATION BY SCIENCE AND TECHNOLOGY

Variables that Influence the development of science and technology

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Three ideas of known intellectuals

Four Cradles of Early Science

Nicholaus Copernicus (1473-1543)

Charles Darwin (1809-1882)

Two books that gave birth to the Darwinian revolution

On the Origin of Species (1859)

The Descent of Man (1871)

Sigmund Freud (1856-1939)

Three aspects on effects of Freudian revolution

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Contributions of Mayan Civilization

Contributions of Inca Civilization

Contributions of Aztec Civilization

You will be graded according to:

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LESSON 2: SURVEY OF SCIENTIFIC DEVELOPMENT

A. Greek and Roman Times

THE FIRST FIVE CENTURIES, B.C.

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1. Ramon Cabanos Barba outstanding research on tissue culture in Philippine mango.

1. Caesar A. Saloma an internationally renowned physicist

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SCIENCE, TECHNOLOGY, AND SOCIETY AND ITS HISTORICAL DEVELOPMENTS

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____________1. Who first described Newtons rings?

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Show your findings in a 10 minute creative video presentation.

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1. Instrumental definition: Technology is a means to an end

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