SCTS Finals

UNIVERSITY OF SAINT LOUIS
Tuguegarao City
SCHOOL OF EDUCATION, ARTS and SCIENCES

Second Semester
A.Y. 2020-2021
CORRESPONDENCE LEARNING MODULE

SCTS 1013 – Science, Technology and Society
Prepared by:
MARVIN B. BACCAY, MST

NICKSON B. CAMMAYO
MARLY I. CANAPI Ph.D.
ANGELOU D. CAOLE
MILVIN RAY T. CARAG
WILSON T. LACAMBRA
Course Instructors
Reviewed by:
RENZ MARION C. GAVINO, MP

General Education Area Head
Recommended by:
VENUS I. GUYOS, Ph.D.

Academic Dean
Approved by:
EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics
SCTS 1013 - Science, Technology and Society | 1

UNIVERSITY PRAYER
O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian community. The
graces You incessantly grant upon us and Your divine providence have sustained our beloved University
throughout the years of mission and excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You keep us
committed and dedicated to our mission and identity to serve the Church and the society as we become living
witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast in our good and beautiful mission,
our works will bring success not only to ourselves but also to those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You above all
things, may we also live believing that we are born for a greater purpose and mission as we dwell in Your
presence all the days of our life.
Grant all these supplications through the intercession of

Mother Mary and through Christ our Lord. Amen.

SCTS 1013: Science, Technology and Society
AY 2020-2021
LESSON 7: THE INFORMATION AGE

Topic: A. Timeline of Information Age
B. Biodiversity and a Health Society
Learning Outcomes: At the end of this module, you are expected to:
1. Define Information Age

2. Discuss the history of Information Age
3. Trace the development of the information age from the introduction of Gutenberg’s press up to
the era of social media
4. Determine the impact of the information age to society
5. Analyze the ways in which the information age and social media influence human lives.
6. Identify the importance of biodiversity as a source of different biological resources; and
7. Discuss the adverse effects of resource depletion on society and the measures to mitigate
them.
Date Topics Activities or Tasks

May 3-4 Information Age Read Lessons
May 5 -6 Complete Learning Task
Read Lessons
May 6 & 10 Biodiversity and a Healthy Society
May 11-12 Complete Participation Section
May 13 Complete Quiz
Turning over of learning task and
May 14
acquisition of new module
LEARNING CONTENT
Introduction:
Highly modernized, automated, data-driven and technologically advanced- these best describe our
society nowadays, as evidenced by how information could be transferred or shared quickly. The different
areas of society have been influenced tremendously such as communications, economics, industry, health
and the environment. Despite our gains due to growing development of information technology, the rapid
upgrade of information also had disadvantages. This lesson will discuss the history and impact of
technological advancements to society.
Life is accompanied by endless transmission of information that takes place within and outside the
body. According to Webster’s Encyclopedia Unabridged Dictionary, information is “knowledge
communicated or obtained concerning a specific fact or circumstance.” Hence, information is a very
important tool for survival.
The Information Age is defined as a “period starting in the last quarter of the 20th century when
information became effortlessly accessible through publications and through the management of
information by computers and computer networks” (Vocabulary.com. n.d.). The means of conveying
symbolic information (e.g., writing, math, other codes) among humans has evolved with increasing speed.
The Information Age is also called the Digital Age and the New Media Age because it was associated with
the development of computers.
According to James R. Messenger who proposed the Theory of Information Age in 1982, “the
Information Age is a true new age based upon the interconnection of computers via telecommunications,
with these information systems operating on both a real-time and as needed basis. Furthermore, the
primary factors driving this new age forward are convenience and user-friendliness which, in turn, will
create user dependence.
Lesson Proper:
What is Information Age?

Information Age
• “period beginning in the last quarter of the 20th century when information became easily
accessible through publications and through the manipulation of information by computers and
computer networks” – WordNet
• also known as Digital Age and the New Media Age
• a true new age based upon the interconnection of computers via telecommunications, with these
information systems operating on both real-time and as-needed basis. Furthermore, the primary
factors driving this new age forward are convenience and user-friendliness, which, in turn, will
create user dependence.” – James R. Messenger
Do you happen to ask yourself one time, what is the origin of scripts and how it turned out into a valuable
and reliable information that we use today? Here is its history.
History
The table below traces the history and emergence of the Information Age.
Year Events
Sumerian writing system uses pictographs to represent words.
3000 B.C
2900 Beginnings of Egyptian hieroglyphic writing.
1300 Tortoise shell and oracle bone writing.
500 Papyrus roll.

220 Chinese small seal writing developed.
100 A.D. Book (parchment codex).
105 Wood-block printing and paper is invented by the Chinese.
1455 Johann Gutenberg invents printing press using movable metal type.
1755 Samuel Johnson's dictionary standardizes English spelling.
1802  The Library of Congress is established.

 Invention of the carbon arc lamp.
1824 Research on persistence of vision published.
1830s .  First viable design for a digital computer.
 Augusta Lady Byron writes world's first computer program
1837 Invention of telegraph in Great Britain and the United States.
Motion pictures projected onto a screen.
1861
1876 Dewey Decimal system introduced.
1877 Edweard Muybridge demonstrates high-speed photography.
1899 First magnetic recordings.
1902 Motion picture special effects.
1906 Lee DeForest invents electronic amplifying tube (triode).
1923 Television camera tube invented by Zvorkyn.
1926 First practical sound movie.
1939 Regularly scheduled television broadcasting begins in the U.S.
1940s Beginnings of information science as a discipline.
1945 Vannevar Bush foresees the invention of hypertext.
1946 ENIAC computer developed.
1948 Birth of field-of-information theory proposed by Claude E. Shannon.
1957 Planar transistor developed by Jean Hoerni
1958 First integrated circuit.
1960s Library of Congress develops LC MARC (machine readable code).
1969 UNIX operating system developed, which could handle multitasking.
1971 Intel introduces first microprocessor chip.
1972 Optical laserdisc developed by Philips and MCA.
1974 MCA and Philips agree on standard videodisc encoding format.
1975 Altair Microcomputer Kit: first personal computer for the public.
1977 RadioShack introduces first complete personal computer.
1984 Apple MacIntosh computer introduced.
Mid-'80s Artificial intelligence separates from information science.
1987 Hypercard developed by Bill Atkinson recipe box metaphor.
1991 Four hundred fifty complete works of literature on one CD-ROM.
Jan. 1997 RSA (Encryption and network security software) Internet security code cracked for a 48-
bit number.
https://www.google.com.ph/search?q=evolution+of+man+and+information&sxsrf=ALeKk00SUa9WULO-
cMIUdxCu8U6in2HumA:1606391681019&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj5n5Gsk6DtAhXBDaYKHS_fDToQ_AUoAXoECA0QAw&biw=1366&bih=657#imgrc=627GPNAUzzgzfM&imgdii=W9pz8WLgljHd-M
As man evolved, information and its dissemination has also evolved in many ways. Eventually, we
no longer kept them and manage them in different means. Information got ahead of us. It started to grow
at a rate we were unprepared to handle. Because of abundance of information, it was difficult to collect
and manage them starting in the 1960s and 1970s. during the 1980s, real angst set in, Richard Wurman
called it “Information Anxiety.” In the 1990s, information become the currency in the business world.
Information was the preferred medium or exchange and the information managers served as information
officers. In the present generation, there is no doubt that information has turned out to be a commodity,
an overdeveloped product, mass-produced and unspecified. Soon, we become overloaded with it.
Different authors have diverse, contrasting ideas on the evolution of the Information Age. In spite
of this, we can still say that information is a very important tool that helps improve our way of life. On
thins is for sure, the Information Age will continue to move forward and far greater than our minds could
imagine.
Gutenberg’s Press up to the Era of Social Media
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.

https://www.google.com.ph/search?q=gutenberg+printing+press&tbm=isch&ved=2ahUKEwiRrbHXnqDtAhURAKYKHVLWBnAQ2-cCegQIABAA&oq=gute&gs_lcp=CgNpbWcQARgBMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQQzoHCAAQsQMQQzoFCAAQsQM6CAgAELEDEIMBUPaSP1i_oD9g-
74_aAFwAHgAgAG6AYgBtASSAQMyLjOYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=ZKO_X5HrHpGAmAXSrJuABw&bih=657&biw=1366&hl=en-GB#imgrc=SK84UmNdZVF38M
The beginnings of mass communication ca 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. When 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 production of books possible which made books accessible not only to the
upper class.
As years progressed, calculations become involved in communication due to the rapid
developments in the trade sector. Back then, people who complied actuarial tables and did engineering
calculations served as “computers.” During World War II, the Allies countries that opposed the Axis power
were challenged with a serious shortage of human computers for military calculations. When soldiers left
for war, the shortage got worse, so the US addressed the problem by creating the Harvard Mark 1, a
general-purpose electromechanical computer that was 50 feet long and capable of doing calculations in
seconds that usually look people hours. At the same time, Britain needed mathematician to crack the
German Navy’s Enigma code. The Enigma was an enciphering machine that the German armed forces
used to securely send messages.
https://www.google.com.ph/search?q=enigma&tbm=isch&ved=2ahUKEwjIj5PIoqDtAhUoHKYKHew1Cj8Q2-
cCegQIABAA&oq=eni&gs_lcp=CgNpbWcQARgBMgcIABCxAxBDMgUIABCxAzICCAAyAggAMgIIADICCAAyAggAMgIIADIFCAAQsQMyAggAOgQIABBDOgQIIxAnUO_dPViY5j1gzvk9aABwAHgAgAFgiAH5AZIBATOYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=dqe_X8j8Eai4mAXs66j4Aw&bih=657&biw=1366&hl=en-GB#imgrc=KaR8d4Vtl3pGxM
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 ab 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 the other cryptologist 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 the simulations of the Turing machine to construct a single Universal Machine. This became
the foundation of computer science and the 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 I. 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 I as a fully
assembled printed circuit board. This jumpstarted their career. Figure 27. Apple l, also called as founders
of Apple Inc. Apple-I or Apple Computer 1
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 dating-oriented websites (e.g. Tagged, Tinder); video sharing services (e.g., YouTube); real
social media feed aggregator (e.g., FriendFeed); live-streaming (e.g.Justin.tv, 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. Examples of these are the following:
COMPUTERS
 Are among the most important contributions of advances in the Information Age to society
 An electronic device that stores and processes data and runs on a program that contains
the exact, step-by-step directions to solve a probleml
 turing i
Types of Computers
A. Personal computer (PC)
 single-user instrument and first known as microcomputers because they were a complete
computer, but built on a smaller scale than the enormous systems operated by most
businesses.
1. Desktop Computer
 a PC that is not designed for portability and it
is set up in a permanent spot.
 Workstation – a desktop computer that has a
more powerful processor, additional memory, and
enhanced capabilities for performing a special group
of tasks (e.g. 3D graphics) and offers more storage,
power, and versatility than their portable counterparts.
2. Laptops
 also known as notebooks or portables that
integrate the essentials of a desktop in a battery-
powered package somewhat larger than a typical
hardcover book.
3. Personal Digital Assistants (PDAs)
 tightly integrated computers that usually do

not have keyboards but rely on a touchscreen for
user input and typically smaller than a paperback,
light-weight, and battery powered.
4. Wearable computers
 integrated into cell phones, watches, and

other small objects or places and they perform
such common computer applications as
databases, e-mail, multimedia, and schedulers.
B. Server
 a computer that has been improved to

provide network services to other computers that
usually boast powerful processors, tons of
memory, and large hard drives.
C. Mainframes
 huge computer systems that could fill an entire room or even a

floor of rooms.
 the term mainframe has largely been replaced by enterprise
server and used especially by large firms, to process millions of
transactions every day. Most comprise multiple, high-
performance, parallel computers working as a single system.
Aside from computers, Internet has also been built up as a platform for information; hence, making our
modern world as Digital Age.
Your Thoughts!
In not more than 3 sentences, share your insights on this question.
A. Since the invention of computers, what aspects of living were changed tremendously? Why can’t
the modern society thrive without computers?
Please proceed to the Participation Section of this module
INTERNET
 a worldwide system of interconnected networks that facilitate data transmission among
innumerable computers.
 developed during the 1970s by the Department of Defense and used mainly by scientists to
communicate with other scientists.
CLAUDE E. SHANNON
 considered as the "Father of Information Theory"
 he published a paper proposing that information can be
quantitatively encoded as a sequence of ones and zeroes.
Since Internet is widely used, here are some tips in validating and verifying a credible web source.
Criteria to evaluate Web Source

1. Authority. Who is responsible for the website on which the web page resides? What is the website
author's background?
Here are ways on how to find out:
 Look for an “About” or “More About the Author” link at the top, bottom, or sidebar of the
webpage. Some pages will have a corporate author rather than a single person as an author.
If no information about the author(s) of the page is provided, be suspicious.
 Try searching on the Internet for information about the author. The following questions
must be answered: What kinds of websites are associated with the author’s name? Is he or
she affiliated with any educational attainment? Do the websites associated with the author
give you any clue to particular biases the author might have?
2. Link checking. Most search engines allow you to type the URL (entry code) of the page you’re
browsing to find out what other sites link to the one you’re examining. This can help you determine
how well thought of a site is.
Here are ways on how to find out:
 Look at the domain name of the website that will tell you who is hosting the site. For
instance, the Lee College Library website is http://www.lee.edu/library. The domain name is
“lee.edu”. This tells you that the library website is hosted by Lee College.
 Search the domain name at http://www.whois.sc/. The site provides information about the
owners of registered domain names.
 Do not ignore the suffix on the domain name (the three-letter part that comes after the “.”).
the suffix is usually (but not always) descriptive of what type of entity hosts the website.
Keep in mind that it is possible for site to obtain suffixes that are misleading. Here are some
examples:
.edu = educational .gov = government
.com = commercial .org = nonprofit
.mil = military
3. Purpose and objectivity. Why has this information been posted, and how impartial is it? The
following listed below are some of the major purposes of the website.
 To sell a product
 As a personal hobby
 As public service
 To further scholarship on a topic
 To provide general information on a topic
 To persuade you of a particular point view
4. Content and coverage. How comprehensive is the web site? How accurate is the page content?
Are references or bibliographies posted on the page?
5. Currency. How up-to-date the information is? When was the website first published? Is it regularly
updated? Check for dates at the bottom of each page on the site. Does the author cite sources?
Just as in print sources, web sources that cite their sources are considered more reliable.
6. Types of web pages Advocacy; business; entertainment; informational; and personal
BIODIVERSITY AND A HEALTHY SOCIETY
What is Biodiversity?
 Defined as the vast variety of life forms in the entire Earth.
 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 EarThe variability among living
organisms from all sources and
the ecological complexes of
which they are part; this includes
diversity within, between, and of
ecosystems.
 Its definition is in the structural
and functional perspective and
not as individual species.
To further understand what comprises
the biodiversity, provided below is the
organizational structure of Biology.

(Retrieved from: https://schooltutoring.com/help/biology-levels-of-organisation/)
Biodiversity and Ecosystem
(Retrieved from: https://www.quora.com/How-do-biotic-factors-depend-on-abiotic-factors)

 Understanding biodiversity within the concept of ecosystem needs a thorough study on the
relationship of the biotic and the abiotic factors.
 Interdisciplinary approach is needed to study the ecosystem.
Example: Large number of golden snails in a rice field can help predict a low production of rice harvest.

Golden snail eggs are considered pest for rice plants
(Retrieved from: http://www.knowledgebank.irri.org/training/fact-sheets/pest-management/item/golden-
apple-snails-fact-sheet)
Note: The large number of different species in a certain area can be a predictor of sustainable life in that
area. Sustainability of the ecosystem ensures a better survival rate against any natural disaster. For
example, here in the Philippines, rice is one of the major food productions and the presence of pests like
snail eggs would help them determine if it will be a good harvest for the season.
Your Thoughts!
B. How critical is ecological balance in the sustenance of life? What are examples of measures can
we take in order to maintain equilibrium in the biosphere?
Importance of Biodiversity
(Retrieved from: https://www.sierraclub.ca/en/video-biodiversity-in-ontario)

Listed below are the importance of biodiversity in different sectors:
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, ecomposition of wastes, among
others.
1. 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 myrrha (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 drugs
such as gargles, pills, infusions, and ointments were used in
Ancient Egypt as well as in 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 their respective
environments.
https://www.google.com.ph/search?q=Salvia+apiana+or+California+Sage&tbm=isch&ved=2ahUKEwiX1625ja7tAhW1zIsBHdoRCsIQ2-
cCegQIABAA&oq=Salvia+apiana+or+California+Sage&gs_lcp=CgNpbWcQA1DS6FtY0uhbYIftW2gAcAB4AIABzQGIAc0BkgEDMi0xmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=XujGX5ewHLWZr7wP2qOokAw&bih=657&biw
=1366#imgrc=Y1VvcMQ11t4fzM
The following examples are the herbal plants used by ancient civilizations:
A. 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 immune system from respiratory ailments.
B. Alhagi maurorum (camel thorn)- secretes a sweet and gummy substance from its 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, gastroprotective, antiseptic,
and anti-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.
C. Ligusticum scoticum (Scottish 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.
2. 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
disasters. Ways to cultivate desired species of crops 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.
3. Energy
Humans rely on energy provided by ecosystems to do the
necessary activities in order to survive. In the Stone Age, heat
energy was used mainly for survival against harsh cold
environments, for cooking, and for communication 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 Ancient Greeks and Romans and for
irrigation. In 347 AD, the earliest known oil wells were developed in China. They made use of extensive
bamboo pipelines with depths of 800 feet for lighting and heating.
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.
3. 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. Aqueduct
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 communities that were far
from bodies of water. Then, in the late 19th century, with the increasing demand for pot able 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.
4. Air and Water Treatment
Nitrogen is the element most abundant in air. 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 (NOx) and volatile organic
compounds (VOC) under the presence of sunlight. High levels of ground level ozone promote early
flowering, affecting the synchronization of pollinators and flowers. Ground level ozone also damages the
leaves of salad crops, consequently reducing their market value. In 2000, ozone pollution reduced wheat
yield by 14 percent and the tomato yield by 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.
However, with this importance of biodiversity enumerated above may sometimes lead to
exploitation wherein humans should be held responsible.
What are the threats to Biodiversity?

(Retrieved from: https://www.blendspace.com/lessons/zlL5vlITMhnPmQ/biodiversity-threats)
Habitat loss and destruction
 Major contributing factor is the inhabitation of human

beings and the use of land for economic gains.
Alterations in ecosystem composition
 Alterations and sudden changes, either within

species groups or within the environment, could begin to
change entire ecosystems.
 Alterations in ecosystems are a critical factor contributing to species and habitat loss.
Over-exploitation
 Over-hunting, overfishing, or over-collecting of

species can quickly lead to its decline.
 Changing consumption patterns of humans is often
cited as the key reason for this unsustainable exploitation
of natural resources.
Pollution and contamination
 Biological systems respond slowly to changes in

their surrounding environment.
 Pollution and contamination cause irreversible
damage to species and varieties.
Global climate change
 Both climate variability and climate change cause

biodiversity loss.
 Species and populations may be lost permanently
if they are not provided with enough time to adapt to
changing climatic conditions.
Your Thoughts!
C. What are your habits and practices that contribute to the destruction of the environment and the
biodiversity?
Additional impacts of biodiversity are noted as follows:

Nutritional Impact of Biodiversity
Biodiversity is a major factor that contributes to sustainable food production for human beings.
A society or a population must have access to a sufficient variety of nutritious food as it is a
determinant of their health as human beings. Nutritional composition between foods and among
varieties/cultivars/breeds of the same food can differ dramatically, affecting micronutrient availability in
the diet. Healthy local diets necessitate maintenance of high biodiversity levels.
Health, Biology, and Biodiversity
Almost all living organisms are dependent to their environment to live and reproduce.
 basic needs (air, water, food, and habitat) provided by the environment.
 Improved access to these basic needs may lead to evolution of human beings
 Advances in agriculture, sanitation, water treatment, and hygiene have had a far greater
impact on human health than medical technology. Although the environment sustains
human life, it can also cause diseases.
 Environmental hazards increase the risk of cancer, heart disease, asthma, and many other
illnesses. Physical (pollution, toxic chemicals, food contaminants, etc.) Social (dangerous
work, urban sprawl, poverty, etc.)
Example: Unsafe drinking water and poor sanitation and hygiene are responsible for various
infectious diseases such as schistosomiasis, diarrhea, cholera, meningitis, and gastritis.
*** END of the Lesson Proper**

REFERENCES
Textbooks
Aldea, K, Caronan H.P, and Candido, M.B. (2018). Science, Technology and Society (OBE Ready).
Mandaluyong City, Philippines: Book Atbp. Publishing Corp.
Serafica, J.P., Pawilen, G., Caslib Jr., B.N., and Alata, E.J. (2018). Science, Technology and Society. Quezon
City, Philippines: Rex Book Store, Inc. (RBSI)
Quinto, E.J. and Nieva, A. (2019). Science, Technology and Society. Quezon City, Philippines: C & E
Publishing, Inc.
Online Resources
BJYU’s Learning App. What is biodiversity? Retrieved from https://byjus.com/biology/biodiversity/
School Tutoring Academy. Biology: Levels of Organization. Retrieved from
https://schooltutoring.com/help/biology-levels-of-organisation/
Quora (2012). Biotic vs. Abiotic. Retrieved from https://www.quora.com/How-do-biotic-factors-depend-on
-abiotic-factors
Rice Knowledge Bank. Snails. Retrieved from http://www.knowledgebank.irri.org/training/fact-sheets/pest
-management/item/golden-apple-snails-fact-sheet
Foundation Serra Club Canada. Importance of Biodiversity. Retrieved from
https://www.sierraclub.ca/en/video-biodiversity-in-ontario
Blendspace. Threats to Biodiversity. Retrieved from
https://www.blendspace.com/lessons/zlL5vlITMhnPmQ/biodiversity-threats
Learning Materials
Worksheets (teacher-made)

SCHOOL OF EDUCATION, ARTS AND SCIENCES
General Education Area
SCTS 1013 (Science, Technology and Society)
2nd SEMESTER S.Y 2020-2021
Name: _________________________________________ Code: ____________________

Yr. & Course: ___________________________________
PARTICIPATION
In this page, write your answers for the Your Thoughts Questions/Items given in the Learning Content of
the module. (5 points/item)
A. _____________________________________________________________________________________________________
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B. _____________________________________________________________________________________________________
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C. _____________________________________________________________________________________________________
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_________________________
EVALUATION
QUIZ: And I Quote! (15 points)
Directions: Found below is a list of quotations about energy efficiency, its importance and the challenges
faced by the planet due to demands in energy production. Choose one from the list and explain the
statement briefly but substantially. Explain your understanding and your agreement/disagreement with
the chosen quotation in 5-10 sentences. Then provide your own quotation about conservation of energy at
the end of your essay.
1. “And although our bodies are bounded with skin, and we can differentiate between outside and inside,
they cannot exist except in a certain kind of natural environment.” - Alan Watts
2. “The use of solar energy has not been opened up because the oil industry does not own the sun.” -
Ralph Nader
3. “Water and air, the two essential fluids on which all life depends, have become global garbage cans.” -
Jacques Yves Cousteau
4. “We cannot win this battle to save species and environments without forging an emotional bond
between ourselves and nature as well - for we will not fight to save what we do not love.” - Stephen Jay
Gould
Criteria Indicators
Content Content indicates synthesis of ideas, in depth analysis and evidences
(10 points) original thought and support for the topic.
Quality and Originality of The quotation is original and bears a striking message relevant to the topic.
the End Quote
(5 points)
___________________________________________________________________________________________________
_________________________________________________________________________________

LEARNING TASK
Creative Work (30 points)
Directions: Think of a device with special features that you can develop to help improve lives of people in
our society. It could be something that you can develop to help communication, transportation, health,
food production and the like. Describe the purpose of the invention in the box provided. Illustrate also
your device/design in the other box provided.
Consider the criteria:
Criteria Indicators
Design/lllustration The illustrated design is creative, feasible and original. It shows innovation
(20 points) in line with the objectives described.
Content/Description The description clearly explains the purpose of the invention.
(10 points)
Name of the
Invention
Purpose
Design

Tuguegarao City

First Semester
A.Y. 2021-2022

Prepared by:

CZENDRA COMPARES
Course Instructors
Reviewed by:

Recommended by:

Academic Dean
Approved by:


UNIVERSITY PRAYER


AY 2021-2022
LESSON 8: Current Topics and Issues in STS

Topics: A. The Nano World
B. Gene Therapy (stem cells)
1. Discuss the major impacts (both potential and realized} of nanotechnology on society
2. Analyze the issue through the conceptual STS lenses
3. Critique the issue on its costs and benefits to society
4. Describe gene therapy and its various forms
5. Assess the issue’s potential benefits and detriments to global health

November 22 The Nano World
-24 Read Lessons
November 25 Start Completion of Learning Task

November 26 Teleconferencing Session
November 27 Complete Quiz Worksheet
November 29 Gene Therapy Read Lessons
– December 1
December 2 Continue Completion of Learning Task
December 3 Teleconferencing Session
December 4 Submission of completed worksheets
and learning task outputs

LEARNING CONTENT
Introduction:
From the steam engines of the First Industrial Revolution, we had found ways to make all of those
technological advancements more efficient and more portable. Electrical sources have been greatly
shrunk to our familiar triple A- batteries. This undertaking of the technological age from the beginning,
catalyzed by the World Wars and the Space Race, has moved into making technological devices portable
yet multi-tasking. Communication, health and medicine, industry, and others benefitted from these
improvements. In that sense, tube-powered computers of the first part of the 20th century quickly evolved
into our mobile phones and watches that can do things beyond our imagination. But, technology seems to
be unsatisfied yet with this concentration. With that said, scientists and engineers delved into the world of
nanotechnology. With this branch of applied science, humankind reached a new height capacitating itself
to make wonders smaller than cells themselves. With all of these said, we are going to journey in the Nano
World in this topic.
As with health, we all know we have been through a lot to get to the health care of today. Many
diseases are now perceived to be treatable and preventable at the very least. Yet, the deadliest of these
diseases source deeply from our very own fundamental instruction book, the DNA and other genetic
materials. But with the continuous research of our biotechnologists and geneticists, it seems a solution is
at hand and that is gene therapy. Yet, ethical concerns are raised especially of the development of the
infamous Human Genome Project. What are the
ethical and moral issues that must be settled in this
debate?
Lesson Proper:
The NANO WORLD
The prefix “nano-” has been ingrained in our

minds to mean something diminutive. But can we
imagine how tiny a nanometer is? According to the
National Nanotechnology Initiative (2020), to
imagine the size of a nanometer here are some
examples.
 A sheet of paper is about 100,000
nanometers thick
 A strand of human DNA is 2.5 nanometers
in diameter
 There are 25,400,000 nanometers in one
inch
 A human hair is approximately 80,000-
100,000 nanometers wide
 A single gold atom is about a third of a
nanometer in diameter
 On a comparative scale, if the diameter of a
marble was one nanometer, the diameter of
the Earth would be about one meter
 One nanometer is about as long as your
fingernail grows in one second
 To introduce the topic of Nanotechnology,
we must first define nanotechnology. Nanotechnology is manipulation of matter with at least one
dimension sized from 1 to 100 nanometers (National Nanotechnology Initiative, n.d.).
Implications of this are broad and extensive; from pure sciences like Physics to the greater direct
and obvious connection to mankind like health and communication. But what could be the ethical,
moral, and ecological problems that could occur as we continue to use this technology?
https://www.nano.gov/sites/default/files/nanoscale7_0.jpg
I. Potential and Realized Major Impacts of Nanotechnology in the Society

As stated nanotechnology has many uses and could be used in our society. With its direct uses to
society, health seems to be the number one to be given substantial support from this science, for
example, surgical nanobots. Communication and engineering seem to follow in benefit after health.
Transfer of information through nanotubes is being looked into and strong nanomaterials are
continuously developed.
A. Medicine

https://thumbnails-visually.netdna-ssl.com/15-usages-of-
nanotechnology-in-medicine 56b18834c405a w900 h800.png
The application of nanotechnology to medicine is called nanomedicine (Freitas,1999). The medical

field has been intrusive to one’s body but nanotechnology is changing the game of medicine.
Nanomaterials called nanoparticles are being used to deliver medicine and RNA vaccine to fundamental
parts of the body. These same nanoparticles are being utilized to diagnose diseases that require extensive
examination and they can even be used in surgery where the standard procedures will be deemed too
dangerous. Yet the use for nanomedicine has not yet peaked.
Many potential ailments are being looked into to be treated like brain tumors (Lalatsa et.al., 2018).
These innovations in medicine have moved the area of nanomedicine to the forefront for the new
generation of practice. The increasing funding and interest in this method have opened a new dilemma,
are there any bad consequences of the use of nanotechnology in the body?

B. Environment
https://ars.els-cdn.com/content/image/3-s2.0-B978012813351400050X-f48-01-9780128133514.jpg
The environment has been one of the main points of the international agreements in the past few
years. The world is beginning to capacitate itself with the dream of using nanotechnology to fix the
problem they have started. More sustainable energy sources and utilization has been developed and
continuously improved upon which lessens the production of air pollutants and to a greater extent,
greenhouse gases. Substances that toxify our rivers and oceans can be remediated now with new
nanomaterials. But are all these sustainable to heal our ailing world?
C. Industry
https://www.foodsafetymagazine.com/fsm/assets/Image/2317NanotechnologyFig1.jpg

https://ars.els-cdn.com/content/image/1-s2.0-B9780128135860000043-f04-01-9780128135860.jpg
Nanotechnology is seen as a major driving force to the upgrade of industry. Foods, textiles,
cosmetics, sports, aerospace and vehicle manufacturers, construction, and even the military are starting
to look into nanotechnology as its source of a new and improved market. But do all of these benefits
enable only good things to the society, or darker sides of the technology loom ahead?
II. Issues in the Technology
https://nanotechinfuture.weebly.com/uploads/5/4/1/5/54154865/2360035_orig.png

GENE THERAPY
Many inherited ailments are suffered by millions of people.
Even animals cannot escape gene-based diseases. In the
early 20th century, under the foundation of evolution and
genetics, DNA has been discovered by Rosalind Franklin but
credited largely to Watson and Crick. This changed the
understanding of humans to their make-up. It has been
pointed out that many of the ailments we suffer result from
the mutation of these genetic materials. As such, our
scientists focused on these nanoscopic bio compounds to find
the cure for many diseases. The answer they found is Gene Therapy. In this module, we are going to learn
what gene therapy is and what are its implications to our social and moral upbringing.
I. What is Gene Therapy?
Gene Therapy is a medical field that focuses on the utilization of the therapeutic delivery of nucleic
acids into a patient's cells as a drug to treat disease (Kaji,2001). It was first developed in 1972 but still with
limited success to humans.
TYPES OF GENE THERAPY

1. Somatic gene therapy: transfer of a section of DNA to any cell of the body that doesn’t produce
sperm or eggs. Effects of gene therapy will not be passed onto the patient’s children.
2. Germline gene
therapy:
transfer of a
section of DNA
to cells that
produce eggs
or sperm.
Effects of gene
therapy will be
passed onto
the
patient’s
children and
subsequent
generations.

GENE THERAPY TECHNIQUES
1. Gene Augmentation Therapy
This is used to treat diseases caused by a
mutation that stops a gene from producing a functioning
product, such as a protein. This therapy adds DNA
containing a functional version of the lost gene back into
the cell. The new gene produces a functioning product
at sufficient levels to replace the protein that was
originally missing. This is only successful if the effects of
the disease are reversible or have not resulted in lasting
damage to the body. For example, this can be used to
treat loss of functional disorders such as cystic fibrosis
by introducing a functional copy of the gene to correct
the disease.
2. Gene Inhibition Therapy
Suitable for the treatment of
infectious diseases, cancer, and
inherited disease caused by
inappropriate gene activity. The aim is
to introduce a gene whose product
either: inhibits the expression of
another gene or interferes with the
activity of the product of another gene.
The basis of this therapy is to eliminate
the activity of a gene that encourages
the growth of disease-related cells. For
example, cancer is sometimes the result of the over-activation of an oncogene (a gene that stimulates cell
growth). So, by eliminating the activity of that oncogene through gene inhibition therapy, it is possible to
prevent further cell growth and stop cancer in its tracks.
3. The killing of Specific Cells
Suitable for diseases such as cancer that can
be treated by destroying certain groups of
cells. The aim is to insert DNA into a diseased
cell that causes that cell to die. This can be
achieved in one of two ways:first, the inserted
DNA contains a “suicide” gene that produces
a highly toxic product that kills the diseased
cell. Second, the inserted DNA causes the
expression of a protein that marks the cells so
that the diseased cells are attacked by the
body’s natural immune system. And lastly, It is
essential with this method that the inserted
DNA is targeted appropriately to avoid the
death of cells that are functioning normally.
https://www.yourgenome.org/facts/what-is-gene-therapy

II. Challenges of gene therapy
1. Delivering the gene to the right place and switching it on:
 the new gene must reach the right cell

 delivering a gene into the wrong cell would be inefficient and could also cause health problems
for the patient
 even once the right cell has been targeted the gene has to be turned on
 cells sometimes obstruct this process by shutting down genes that are showing unusual activity.
2. Avoiding the immune response:
 The role of the immune system is to fight off intruders.

 Sometimes new genes introduced by gene therapy are considered potentially-harmful intruders.
 This can spark an immune response in the patient, that could be harmful to them.
 Scientists, therefore, have the challenge of finding a way to deliver genes without the immune
system ‘noticing’.
 This is usually by using vectors that are less likely to trigger an immune response.
3. Making sure the new gene doesn’t disrupt the function of other genes:
 Ideally, a new gene introduced by gene therapy will integrate itself into the genome of the
patient and continue working for the rest of their lives.
 There is a risk that the new gene will insert itself into the path of another gene, disrupting
its activity.
 This could have damaging effects, for example, if it interferes with an important gene
involved in regulating cell division, it could result in cancer.
4. The cost of gene therapy:
 Many genetic disorders that can be targeted with gene therapy are extremely rare.
 Gene therapy therefore often requires an individual, case-by-case approach. This may be
effective, but may also be very expensive.
III. Ethical Debate on Gene Therapy

IV. Gene Therapy in the current events
o Gene Therapy in the Philippines offers genetic diagnoses, management, and genetic
counseling to families. Clinical genetics services are rendered at the Philippine General
Hospital (PGH) Department of Pediatrics.
o The new method for deploying the genetic snipping tool directly into target cells is a big
step towards more effective, safer and cheaper gene therapy with treatment potential
for multiple genetic disorders.
o Lead researcher, Associate Professor Ravi Shukla, said MOFs, which are versatile and
biocompatible nanomaterials, were a promising alternative to existing viral methods for
delivering the gene editing tool CRISPR/Cas9.
o Awarded the 2020 Nobel Prize in Chemistry, CRISPR/Cas9, is widely acknowledged as a
breakthrough in genetic editing for its ability to remove and replace defective DNA,
however the biggest challenge remains effectively delivering it to cells.
o There are currently just 13 approved methods in trial globally and all rely on viral
therapies, an approach which is both extremely costly and has associated health risks.
o The latest findings build on previous work by the team who developed a proof of
concept for the delivery model late last year.
o As of now, they will work to further test this technology for its application in targeting
several other disease-causing genes.
¬End of Lesson Proper
REFERENCES
Textbooks
Publishing, Inc.
Online Resources
Robert A. Freitas Jr., Nanomedicine, Volume I: Basic Capabilities, Landes Bioscience, Georgetown, TX,
1999; http://www.nanomedicine.com/NMI.htm
What is gene therapy? Retrieved from https://www.yourgenome.org/facts/what-is-gene-therapy
Current Events of Gene Therapy. Retrieved from https://www.sciencedaily.com/
Learning Materials

1st SEMESTER S.Y 2021-2022
Name: ________________________________________ Code: ____________________

Yr. & Course: ___________________________________
Instructor: ______________________________________
EVALUATION: Essay Writing

Directions: Read the questions/ items carefully. In 5-10 sentences, answer the questions briefly but
substantially. Cite your sources if there are any. (5 points each)
Criteria:
Content and Relevance - 4pts
Grammar and Organization - 1pts
Total: 5pts/item
1. What are some ethical questions or concerns raised in the trend of development of Nanotechnology?
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2. What is the impact of Nanotechnology to the society? What are some industries/fields of study that can
be benefitted or that can be advanced by the nanotechnology?
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3. What are your views on the ethical complications of Gene Therapy? Should the society embrace this
advancement?
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4. How does gene therapy work? What are the different techniques of gene therapy?
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________________

Name: _________________________________________ Code: ____________________

Yr. & Course: __________________________________
Instructor: _____________________________________
LEARNING TASK
Poster Making (40 points)
Guidelines:
1. Choose between nanotechnology and gene therapy as the theme of your output.
2. Consider the arguments for and against the chosen theme presented in the module as the subject
of your output.
3. Present or illustrate the conflicts, issues and arguments of the topic through poster making.
4. If you have coloring materials, you may illustrate your poster in a piece of bond paper.
5. In the absence of coloring materials, you draw using any apps/software of your computers, tabs or
cellphones.
6. Upload a clear scanned copy, picture or screenshot of the output in the answer box provided here
on or before December 4, 2021.
7. Send me a message for any questions or clarifications about the task.
8. Consider the rubrics:
Criteria Indicator
Poster Content The poster includes ample information relevant to the
20/20) topic in an organized fashion.
Appearance/Illustratio The output exhibits quality and creativity. It has
n (15/15) excellent color combinations and composition.
Neatness
(5/5)

Tuguegarao City

First Semester
A.Y. 2021-2022

Prepared by:

Course Instructor
Reviewed by:

Recommended by:

Academic Dean
Approved by:


UNIVERSITY PRAYER


A.Y. 2021-2022
LESSON 9: Climate Change

Topics: A. Climate Change and the Energy Crisis
B. Environmental Awareness
1. Assess the issue’s potential benefits and detriments to global health

2. Identify the causes of climate change
3. Assess the various impacts of climate change including economic, geopolitical, biological,
meteorological, etc
4. Apply STS concepts to the issue of climate change

December 6-7 Climate Change and the Energy Crisis Read Lessons
December 8 Teleconference
December 9 - 11 Start completion of Learning
Task
December 13-14 Alternative Sources of Energy Read Lessons
December 15 Teleconference
December 16 Complete the Quiz Worksheet
December 17 Submit Completed Outputs
LEARNING CONTENT
Introduction:
All biomes are universally affected by global conditions, such as climate, that ultimately shape each
biome’s environment. Scientists who study climate have noted a series of marked changes that have
gradually become increasingly evident during the last sixty years. Global climate change is the term used
to describe altered global weather patterns, including a worldwide increase in temperature, due largely to
rising levels of atmospheric carbon dioxide.
Greenhouse gases occur naturally and are essential to the survival of humans and millions of other
living things, by keeping some of the sun’s warmth from reflecting into space and making Earth livable.
But after more than a century and a half of industrialization, deforestation, and large-scale agriculture,
quantities of greenhouse gases in the atmosphere have risen to record levels not seen in three million
years. As populations, economies, and standards of living grow, so does the cumulative level of
greenhouse gas (GHGs) emissions.
Climate Change is the defining issue of our time and we are at a defining moment. From shifting
weather patterns that threaten food production to rising sea levels that increase the risk of catastrophic
flooding, the impacts of climate change are global in scope and unprecedented in scale. Without drastic
action today, adapting to these impacts in the future will be more difficult and costly.
Lesson Proper:
CLIMATE CHANGE AND ENERGY CRISIS
https://www.businessfast.co.uk/china-will-dominate-high-tech-unless-the-united-states-takes-off-the-gloves-the-national-interest-online/
The global warming debate is interesting in several respects. First off it is not even much of a
debate as many of its major players actively acknowledge the facts behind climate change if only
passively; after all, it is hard to argue with a thermometer. Second, the outcome of the global warming
issue is also known. By the 22nd Century, the majority of the world’s energy supply will move beyond
fossil fuels since there will simply be fewer fossil fuels left and mostly in harder to reach places.
Furthermore, dramatic moves away from fossil fuels will probably occur even before the last barrel of oil is
burned as the true costs of climate change become more visible. And therein lies the paradox. If fossil fuel
consumption has negative effects on the wellbeing of people and if humanity must move to sustainable
energy eventually then why delay.
Climate change will have negative impacts on the political, economic, and demographic structures
of society. These include a rise in ethnic tensions in the Indian Sub Continent, massive immigration to
Europe, regional economic collapse and political destabilization in Africa, the inundation of island nations,
and economic losses in the Americas among many other changes that will combine to destabilize
humanity for generations. Archipelagos face crises in agriculture due to frequently changing weather
conditions and even the danger of being wiped out due to intense flooding. The Philippines, being an
archipelago near the pacific ring of fire is one among them.
International affairs have failed to come up with a solution because global warming is a universal
prevention-focused problem that trades short term gains for long term losses. Global warming will be
solved by the onset of grid parity within the next few decades, but it will be too late to avert drastic
consequences. Humanity has developed a resilient attitude towards these extreme weather conditions for
now, but will ultimately find a way to cope in an age of global warming. The Filipinos, for example, display
positive resilience towards typhoons and flooding but this is somewhat negative. Resilience should be
coupled with a sense of readiness which is coupled with responsible usage of energy and resources.
Forty-six nations and 2.6 billion people are now at risk of being overwhelmed by armed conflict
and war-related to climate change. A further fifty-six countries face political destabilization, affecting
another 1.2 billion individuals.1 Climate change is today’s biggest threat to international security and will
intensify North-South tensions. The world has to end growth in greenhouse gas (GHG) emissions within
seven years (by 2015) and reduce emissions by about 80 percent by 2050. At least two-thirds of energy
demand over the next twenty-five years will come from developing countries. The world must reduce
annual carbon emissions from today’s 8 billion tons down to about 2 billion tons to balance the
assimilation capacity of the world’s carbon sinks (such as oceans, forests, and other biomass).
The Energy Sector
The Energy Sector The energy industry calculates that several thousand billion tons of coal remain
in the ground - 150 years’ worth at current extraction rates. It is therefore clear that most of the remaining
coal has to stay in the ground if we are to avoid climate catastrophe. Threequarters of coal reserves are in
five nations: The United States, Russia, China, India, and Australia. Canada should be added to the list of
critical nations because of the scale of its deposit
of extremely heavy crude known as Athabasca tar
sands, and its boreal peat deposits. The boreal
peats accumulate a mass of decayed organic
materials which store a large amount of carbon
dioxide. Thus, the fate of human civilization
probably centers on the coal decisions of six
nations and on preventing extensive forest fires in
https://www.solarschools.net/knowledge-bank/energy/efficiency/become-
efficient
three others (Brazil, Indonesia, and Congo).
Energy efficiency
Energy efficiency simply means using less
energy to perform the same task – that is,
eliminating energy waste. Energy efficiency brings a variety of benefits: reducing greenhouse gas
emissions, reducing demand for energy imports, and lowering our costs on a household and economy-
wide level. While renewable energy technologies also help accomplish these objectives, improving energy
efficiency is the cheapest – and often the most immediate – way to reduce the use of fossil fuels. There
are enormous opportunities for efficiency improvements in every sector of the economy, whether it is
buildings, transportation, industry, or energy generation.
Building designers are looking to optimize building efficiency and then incorporate renewable
energy technologies, leading to the creation of zero-energy buildings. Changes in existing buildings can
also be made to reduce energy usage and costs. These may include small steps, such as choosing LED
light bulbs and energy-efficient appliances, or larger efforts like small-scale using solar panels to power
some appliances.
Many things can improve energy efficiency primarily through technology and design. However, the
way people use these technologies will significantly impact their effectiveness. What impact can a highly
efficient technology have if households and businesses are not motivated to buy, install, and/or activate it?
How do driving behavior and unnecessary idling impact gas mileage? How many people will use public
transportation if there is a cultural stigma against it? Research has shown that 30 percent of the potential
energy savings of high-efficiency technologies are lost due to a variety of social, cultural, and economic
factors. Addressing these factors is also an important component of making our economy more energy-
efficient.
1. Coal. There are 28 coal-fired power plants currently operating throughout the Philippines, with a
total installed capacity of 9.88 gigawatts. Twenty-two proposed plants have been approved by the
energy department; adding them into the energy mix would increase coal's share to 53% by 2030
Care must be taken to ensure that all former coal industry employees are retrained for sustainable
jobs or fully compensated. Boosting efficiency by retrofitting existing coal power plants should be
accelerated, as should phase-out of the dirtiest coal plants.
2. Clean Coal. Clean coal usually means capturing carbon emissions from burning coal and storing
them under Earth. No reliance should be placed on “clean coal” because it does not yet exist. It
could become available after 2020, too late for the climate crisis. In any event, if clean coal is
achieved, it will be about 25 percent more expensive and nearly impossible to monitor. Carbon
capture and sequestration (CCS) technology is being experimented with, but on 30 January 2008,
the US government canceled its first pilot CCS project (FutureGen in Matoon, Illinois) after five
years of costly delays. No replacement plans have been announced.
3. Carbon sequestration. Carbon sequestration is the process of capturing and storing atmospheric
carbon dioxide. There is scope for carbon sequestration by reducing deforestation, planting trees,
and managing land on a global scale. However, extreme caution is needed to ensure that such
plantation schemes do not undermine the rights or livelihoods of poor people living in what is
sometimes viewed as “degraded” forest environments, but which comprise occupied subsistence
farmland. Also, micro-algae have been demonstrated to sequester more than 80 percent of
daytime CO2 emissions from power plants and can be used to produce up to 10,000 gallons of
liquid fuel per acre per year.

4. Oil. It seems likely that the world cannot afford to burn its remaining oil. The era of cheap oil is
already over; exploration for new deposits should be discouraged. Canadian tar sands should be
left in place and re-vegetated.
5. Natural Gas. Natural gas is ‘cleaner’ than coal: It contains 70 percent less carbon per unit of energy
than coal. As the transition to renewables will be wrenching, natural gas will have a role as a
bridging fuel. But gas leaks are inevitable, it (methane) is 21 times more climate forcing than CO2,
and liquefaction, transport, and regasification emit substantial quantities of GHG, so the gains are
limited and temporary.
6. Nuclear Energy. Nuclear energy is not a panacea. Full environmental and social costing, including
the risk of terrorism and accidents and the diversion of radioactive materials to weaponry, must be
mandated. The industry must pay for the permanent storage of nuclear wastes. All waste storage
and insurance against accidents must be the responsibility of the nuclear industry from now on. All
subsidies to the nuclear industry must cease and preferably be reallocated to renewable forms of
energy.
7. Hydro projects. Reservoirs are the largest single source of anthropogenic methane emissions,
contributing around a quarter of these emissions, or more than 4 percent of global GHG emissions.
The recommendations of the World Commission on Dams should be followed. In particular,
hydroelectric projects likely to emit substantial amounts of GHG should be banned. Carbon
emissions from any dam should be subject to the proposed global carbon tax.
8. Hydrogen. Generating hydrogen from fully renewable energy systems (such as solar and wind) by
electrolyzing water (even seawater) seems hopeful. This is one of the main technologies for
research. Hydrogen fuel cells to promote the “hydrogen economy” may prove to be among the
best bets for temporary subsidies.
Environmental Awareness

https://cdn2.hubspot.net/hubfs/2558415/images/rainforest/forrest/Kapawi-5759-1-1.jpg
Environmental awareness is to understand the fragility of our environment and the importance of
its protection. Promoting environmental awareness is an easy way to become an environmental steward
and participate in creating a brighter future for our children.
What is Environmental Awareness?
To define environmental awareness we must first understand the environmentalist movement.
Environmentalism is an ideology that evokes the necessity and responsibility of humans to respect, protect,
and preserve the natural world from its anthropogenic (caused by humans) afflictions. Environmental
awareness is an integral part of the movement’s success. By teaching our friends and family that the
physical environment is fragile and indispensable, we can begin fixing the problems that threaten it.
How to Promote Environmental Awareness
Before you can begin promoting environmental awareness in your community, you must first make
sure that you have a thorough understanding of environmental issues. Stay up to date on environmental
news, read books and other resources, and learn about the issues affecting your community. It’s much
easier to talk to others about the environment if you’ve already taken the time to educate yourself.
Numerous resources are available to promote environmental awareness and education: group
learning (inside or outside of the classroom), informational and inspirational seminars, online courses,
books, articles, videos, and brochures are just a few of the tools that can get you involved in promoting
the environment.
A good course of action that ensures your continued participation is to pick an environmental issue
that strikes you like the most urgent. The amount of environmental issues seems limitless, and while they
are all important, it’s easy to get overwhelmed. Try choosing one issue to focus on at a time. You will soon
see that all environmental issues are intertwined and will find your niche of interest.

https://sites.google.com/site/environmentawarenesscookery/
Examples of Environmental Issues

Here are several cause-and-effect problems that harm our environment:p
 Oil Drilling- This issue is one that causes a great deal of environmental destruction. Our dependence
on fossil fuels is a global addiction that affects every aspect of the world. Oil spills and offshore drilling
poison marine life, oil drilling (on land) suffocates the earth, and the combustion of fossil fuels adds to
the increased atmospheric CO₂, which in turn causes the progression of global warming and ocean
acidification. This is a multifaceted issue and is a good cause to get involved with because it covers
such a broad spectrum of issues.
 Deforestation- Millions of acres of forest are cut down for industrial benefits, such as large scale
farming, oil mining, and the production of paper goods. Deforestation causes wildlife and biodiversity
extinction because the loss of habitat threatens many species’ existence. The International Union for
Conservation of Nature (IUCN) has a Red List of environmentally threatened species with up-to-date
information.
 Production of Plastic Goods- Currently our society creates a great deal of waste and much of that
waste consists of plastic. According to the Environmental Protection Agency (EPA) in 2010 alone 31
million tons of plastic waste was created. This waste ends up all over the globe in both land and water,
a good example is the Great Pacific Garbage Patch. Not only is plastic waste an issue, but the
production of plastic is also dependent on fossil fuel combustion.
Make a Difference!!!

Once you’re well versed in environmental issues, you can use that knowledge to start beneficial
projects in your home and/or in your community.
Possible Project Ideas
 Instead of driving to work or school, take the bus, carpool, walk, or ride your bike to cut down on
greenhouse gas emissions. According to the EPA transportation adds to 33% of the total atmospheric
CO₂.
 Consider investing in appropriate technology like clean power (solar or wind), if not for your home then
maybe for a community center. This supports a transition to clean and renewable energy.
 Buy reusable products such as glass bottles, reusable bags, and reusable cups. Avoid buying
disposable goods such as paper towels, plastic bottles, and plastic bags.
 Start composting and recycling, which will help cut down our waste production.
 Support local businesses and farmers, and buy organic and pesticide-free food when you can. Or, start
your community garden.
https://cdn2.hubspot.net/hubfs/2558415/images/science-in-hd-yqEJ8HQ8y2o-unsplash-1%20(1).jpg https://www.avera.org/balance/wellness-and-preventive-care/try-it-tuesday-bike-to-
work-day/
Once you have chosen your cause and have started a personal or community project, share it with
the world! Get your coworkers, neighbors, friends, family, or even your local government involved. It’s
much easier and more effective to spread environmental awareness and start a local project if you
collaborate with others in your community. Promoting environmental awareness is a crucial part of being
an environmental steward. Start participating
in the change and teach your community what
is needed to create a sustainable future.
Alternative Energy Resources
1. Solar Energy - Sunlight is one of our
planet’s most abundant and freely
available energy resources. The amount of
solar energy that reaches the earth’s surface in one hour is more than the planet’s total energy
requirements for a whole year. Although it sounds like a perfect renewable energy source, the amount
of solar energy we can use varies according to the time of day and the season of the year as well as
geographical location.
https://www.edfenergy.com/sites/default/files/solar_energy.jpg
2. Wind Energy - Wind is a plentiful source of clean energy. Wind farms are an increasingly familiar sight
in the UK with wind power making an ever-increasing contribution to the National Grid. To harness
electricity from wind energy, turbines are used to drive generators which then feed electricity into the
National Grid. Although domestic or ‘off-grid’ generation systems are available, not every property is
suitable for a domestic wind turbine.
3. Hydro Energy - As a renewable energy resource,

hydro power is one of the most commercially
developed. By building a dam or barrier, a large
reservoir can be used to create a controlled flow of
water that will drive a turbine, generating electricity.
This energy source can often be more reliable than
solar or wind power (especially if it's tidal rather
than river) and also allows electricity to be stored
for use when demand reaches a peak. Like wind
energy, in certain situations hydro can be more
viable as a commercial energy source (dependant
on type and compared to other sources of energy)
but depending very much on the type of property, it can be used for domestic, ‘off-grid’ generation.
https://www.edfenergy.com/sites/default/files/hydro_energy.jpg
4. Tidal Energy - This is another form of hydro energy that uses twice-daily tidal currents to drive
turbine generators. Although tidal flow unlike some other hydro energy sources isn’t constant, it is
highly predictable and can therefore compensate for the periods when the tide current is low.
5. Geothermal Energy - By harnessing the natural heat

below the earth’s surface, geothermal energy can be
used to heat homes directly or to generate electricity.
Although it harnesses a power directly below our feet,
geothermal energy is of negligible importance in the
UK compared to countries such as Iceland, where
geothermal heat is much more freely available.

https://www.edfenergy.com/sites/default/files/geothermal_energy.jpg
6. Biomass Energy - This is the conversion of solid fuel

made from plant materials into electricity. Although
fundamentally, biomass involves burning organic
materials to produce electricity, and nowadays this
is a much cleaner, more energy-efficient process.
By converting agricultural, industrial and domestic
waste into solid, liquid and gas fuel, biomass
generates power at a much lower economic and
environmental cost.
https://www.edfenergy.com/sites/default/files/biomass_energy.jpg
The 3 Rs: Reduce, Reuse, Recycle
Reduce: One way to conserve resources is to reduce the amounts that are utilized and consumed.
Using less energy conserves fossil fuels. Using less paper conserves forests. Using fewer bottles and cans
conserves minerals.
Reuse: Another way to conserve resources is to reuse things. Paper or grocery bags can be reused
by taking them back to the store or they can be used as garbage bags or lunch bags.
Recycle: Many things that can’t be reused can be recycled. Recycling is the process of taking back
a resource used to make a new product. Many communities have programs for collecting newspapers,
glass, aluminum, and plastic. Trucks carry these materials to recycling centers where they are broken
down into raw materials to make new products. I some countries, recycling is not just an idea, it is part of
the law.
The Earth has a limited supply of natural resources, they must be conserved so that they will last
as long as possible. Protecting resources from damage and overuse is a part of conservation. Reusing and
recycling products saves resources needed to make new products.
What is our role as

stewards of God’s creation?
Our discipline and care for the environment bring tremendous positive difference. Natural
resources are crucial and essential in the survival and existence of organisms, including us and that it is
also up to us, human beings to care, preserve and protect what God has given us. Every day, we must
reflect on our habits that may be destructive to our natural resources and adapt ways on how to help in
conserving and preserving nature.
*** END of the Lesson Proper***

REFERENCES
Textbooks
Publishing, Inc.

Online Resources
https://www.eesi.org/topics/energy-
efficiency/description#:~:text=Energy%20efficiency%20simply%20means%20using,household%20and%20
economy%2Dwide%20level.
https://www.pachamama.org/environmental-awareness
https://openscholarship.wustl.edu/cgi/viewcontent.cgi?article=1013&context=art_sci_etds
https://www.iucn.org/downloads/pm16_section_1.pdf
https://chem.libretexts.org/Courses/Lumen_Learning/lhrli@ucdavis.edu/Book%3A_Biology_for_Non_Majors
_II_(Lumen)/19%3A_Module_15%3A_Ecology_and_the_Environment/19.12%3A_Introduction_to_Climate_Cha
nge
Learning Materials

Name: ________________________________________ Code: ____________________

Yr. & Course: ___________________________________
Instructor: ______________________________________
Quiz (Essay)
Directions: Read and analyse each question carefully. Answer each question briefly but substantially. Limit
your answers to 5-10 sentences. Write your answers on the space provided below each item. (Criteria:
Content – 8 points, Structure and Grammar – 2 points)
1. How can energy efficiency and the shift to renewable energy sources as primary energy sources help
mitigate heightened global warming?
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2. What are the impacts of climate change on meteorological patterns? What pieces of evidence can be
used to prove the connection between climate change and the changing meteorological patterns?
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3. Is the excessive warming of the planet preventable? What significant contribution can individuals make
in response to climate change?
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Name: _________________________________________ Code: ____________________

Yr. & Course: __________________________________
Instructor: _____________________________________
LEARNING TASK
Description: Clamor for Climate Action has been intensifying to address the worsening case of global
warming and mitigate its effects on various facets of the biosphere including increasing sea levels,
melting of glaciers and ice caps, thermal pollution, acidification of the ocean and many more. Young
Leaders of today, like Greta Thunberg and Alexandria Villaseñor, are in the forefront of most of the climate
change-related protests. In this task, you are going to experience becoming a spokesperson for climate
action. You are required to give a speech about climate change and what we can do as human beings to
help solve this worsening problem.
Directions:
1. Record yourself giving a speech about climate change. The speech can be read or memorized.
2. Consider the following guide questions as basis of the content of your speech:
a. What is global warming?
b. What are the effects of global warming to living organisms and to our environment?
c. How is the Philippines affected by global warming?
d. What can you do as a student to help in solving this global problem? Convince other students to do
the same.
3. The speech should be 3-5 minutes long. You do not need to edit your output. Just record yourself
giving the speech and submit the video file right away.
4. Watch these sample videos to guide and to inspire you:
(a) “Greta Thunberg Rips World Leaders at the U.N. Over Climate Change” -
https://www.youtube.com/watch?v=bW3IQ-ke43w
(b) “Global Warming & Climate Change Speech by Pranav J Nambiar | Chinmaya Vidyalaya Vaduthala”
- https://www.youtube.com/watch?v=ZGFC1AhWLfc.
5. Consider the criteria below as basis for grading.
Organization – 15 points
Development of Topic - 15 points
Content Language - 10 points
Time Frame - 5 points

Tuguegarao City

Second Semester
A.Y. 2020-2021

Prepared by:

NICKSON B. CAMMAYO
ANGELOU D. CAOLE
MILVIN RAY T. CARAG
WILSON LACAMBRA
Course Instructors
Reviewed by:

Recommended by:

Academic Dean
Approved by:

SCTS 1013 - Science, Technology and Society Module 5 | 1
UNIVERSITY PRAYER


AY 2020-2021
LESSON 6: Good Life

Topic: A. The Human Flourishing in Progress and De-development
B. The Good Life
1. Explain de-development as a progress and development framework;

2. Differentiate between traditional frameworks of progress and development and Hickel’s
concept of de-development;
3. Define the idea of good life;
4. Identify how humans attempt to attain what is deemed to be a good life; and
5. Recognize possibilities available to human being to attain the good life.

March 29-30 The Human Person Flourishing in Read Lessons
March 31 Progress and De-development Complete Participation Sheet
April 5-6 Read Lessons
April 7-8 The Good Life Complete Learning Task Sheet
April 9 Araw ng Kagitingan
LEARNING CONTENT
Introduction:
In Ancient Greece, long before the word “science” has been coined, the need to understand the
world and reality was bound with the need to understand the self and the good life. For Plato, the task of
understanding the things in the world runs parallel with the job of truly getting into what will make the
soul flourish. In an attempt to understand reality and the external world, man must seek to understand
himself, too. It was Aristotle who gave a definitive distinction between the theoretical and practical
sciences. Among the theoretical disciplines, Aristotle included logic, biology, physics, and metaphysics,
among others. Among the practical ones, Aristotle counted ethics and politics. Whereas “truth” is the aim
of the theoretical sciences, the “good” or as said in the previous lesson, the attainment of human
flourishing. Rightly so, one must find the truth about what the good is before one can even try to locate
that which is good.
In the previous lesson, we have seen how a misplaced or an erroneous idea of human flourishing
can turn tables for all of us, make the sciences work against us rather than for us, and draw a chasm
between the search for truth and for the good. In this lesson, we endeavor to go back a little and answer
these questions: What does it really mean to live a good life? What qualifies as a good existence? Granting
this understanding, we are assumed to be in a better position to reconcile our deepest existential needs
as human beings and science as tool to maneuver around the world.
Therefore, with our topics in this module, I expect you to become not just informed students, but to
be transformed students ready to seek knowledge and to do more with the knowledge that you have! That
maybe more challenging, especially with this pandemic we are experiencing, but with the right motivation,
we can still attain this goal. Let’s go!
Lesson Proper:
The Good Life
Before we proceed to the topic the good life, let us discuss the human flourishing in progress and
de-development for us to understand on how we will attain a good life despite the challenges we face in
our modern world, particularly science and technology.
A. The Human Flourishing in Progress and De-development
Despite efforts to close out the gap between the rich and poor countries, in 2015 a report 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 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 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?
To better understand this topic, here is an article by 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, it’s time to 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 380%, but the number of people living in poverty
on less than $5 (£3.20) a day has increased by more than 1.1 billion. That’s 17 times the population of
Britain. So much for the trickle-down effect.
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 bio-capacity 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 standardized unit that measures resource use and waste. This figure is roughly what the average
person in Ghana or Guatemala consumes. By contrast, people in the US and Canada consume about 8
hectares per person, while Europeans 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 yields 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 westerners. 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. It’s like
asking people to stop moving positively thorough 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 stuff,
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 organizing 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
imposing 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, J. (2015, Sep 23). Forget ‘developing’ poor countries, it’s time to ‘de-develop’ rich
countries. The Guardian. Retrieved from https://www.theguardian.com/global-developmentprofessionals-
network/2015/sep/23/developing-poor-countries-de-developrich-countries-sdgs.
In order to ensure learning after you read the given article, answer the following questions in two to
three sentences. Proceed to the Participation Worksheet for your answers. (5 points each)
1. What does the de-development movement propose and impose to societies, especially the rich
ones? How can societies de-develop?
2. What is the difference between de-development and traditional development? What are the bases
of de-development and moving away from traditional development?
3. How do the terms de-growth and de-development bring negative interpretations to the movement?
How can you convince other people to follow the tenets of de-development?
4. How is ‘De-development’ similar to Heidegger’s views on the essence of Technology and Modern
Technology?
To enhance your learning, watch these films which pertain to human flourishing in progress and de-
development:
The Magician’s Twin: C.S. Lewis and the Case Against Scientism
https://www.youtube.com/watch?v=gi5YJPWHQKo
Akiro Kurosawa’s Dreams “Village of the Watermills”
https://www.youtube.com/watch?v=aK4mtPQ_THM&t=98s

B. The Good Life
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 ‘good life’. Thus, the prospect of a standard 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 indicated by science itself.
One such ethical basis is Aristotle’s Nichomachean 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’.
What is Nichomachean Ethics?
 It is the fundamental basis of Aristotelian ethics consisting 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 to one of
Aristotle’s sons, Nichomaus.
 Alternatively, it is believed that the work was dedicated to Aristotle’s father who was of the same
name.
 This book is abbreviated as NE or sometimes EN based on Latin version of the name, is a treatise
on the nature of 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, 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 former is good in itself.
Remember the following terms:

Ultimate/Intrinsic Good- the value is itself (Example: Happiness)
Instrumental/Extrinsic- in order to know the value, an action is needed to reveal it (Example:
Money, Justice)
Eudaimonia: The Ultimate Good

What then is the ultimate good? Based on the contrast between the two types of good, one could reflect
on some potential candidates for the ultimate good. These are situations to better understand the
ultimate good.
Is pleasure an ultimate good?
You might aim for pleasure in the food you eat or in the experiences you immerse yourselves into.
Yet, while pleasure is an important human need, it can’t be the ultimate good. Why? First, it is transitory-
it passes. You might have been pleased with the food you had for lunch, but you will be hungry again or
will want something else after a while. Second, pleasure does not encompass all aspects of life. You
might be pleased with an opportunity to travel but that may not make you feel good about leaving, say,
your studies or the pandemic we have been struggling now. So, is pleasure an ultimate good? It’s not.
Is wealth an ultimate good?

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.
Is fame and honor an ultimate good?
Many people today seem 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 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 are based on the perception of others. Fame and honor can never
be good in themselves. If one’s definition of the good life is being popular or respected, then the good life
becomes elusive since it is based on the subjective views of others.
Unlike pleasure, wealth, fame, and honor, happiness is the ultimate good. In Aristotelian sense, happiness
is “living well and doing well”. Among the Greeks, this is known as eudaimonia from the root words eu
meaning good and daimon meaning spirit. Combining the root words, eudaimonia means happiness or
welfare. More accurately, others translate it as human flourishing or prosperity. Aristotle proposed two
hallmarks of eudaimonia, namely virtue and excellence. Thus, happiness in the sense of eudaimonia has
to be distinguished from merely living good. Eudaimonia transcends all aspects of life for it is about living
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 the diagram
below 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 for example 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 theorethical 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 so, happiness too, is a
uniquely human function for it can only be achieved through a rationally directed life.
Aristotle’s Tripartite Soul

Arete 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.
What is Arete?
 It is a Greek term 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- it 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 are achieved through formal and non-formal
means. Intellectual virtues are acquired through self-taught knowledge and
skills as much as those knowledge and skills taught and learned in formal
institutions.
Moral Virtue- it is achieved through habitual practice. Some key moral virtues
are generosity, temperance, and courage. Aristotle explained that although
the capacity for intellectual virtue is innate, it is brought into completion by
practice. It is by repeatedly being unselfish that one develops the virtue of
generosity. It is by repeatedly resisting and foregoing every inviting
opportunity that 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 too 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, 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.
With the given three situations above, 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.
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 his 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, 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.
To enhance your learning, watch the documentary film entitled “That Sugar Film” (2015)
https://www.youtube.com/watch?v=l9gUjN9xELc
Happiness as the Goal of a Good Life
In 18th century, John Stuart Mill declared the Greatest Happiness Principle by saying that an action
is right as far as it maximizes the attainment of happiness for the greatest number of people. At a time
when people were skeptical about claims on metaphysical, people could not make sense of the human
flourishing that Aristotle talked about in the days of old. Mill said that individual happiness should be
prioritized and collectively dictates the kind of action that should be endorsed. Consider the
pronouncements against mining. When an action benefits the greatest number of people, said action is
deemed ethical. Does mining benefit than hurt the majority? Does it offer more benefits rather than
disadvantages? Does mining result in more people getting happy than sad? If the answers to the said
questions are in the affirmative, then the said action, mining, is deemed ethical.
Through the ages, man has constantly struggled with the external world in order to reach human
flourishing. History has given birth to different schools of thought which will be mentioned below, all of
which aim for the good and happy life.
1. Materialism
Do material things make you happy?
The first materialists were the atomists in Ancient Greece.
Democritus and Leucippus led a school whose primary belief is that
the world is made up of and is controlled by the tiny indivisible units in
the world called atomos or seeds. For Democritus and his disciples,
the world including human beings, is made up of matter. There is no
need to posit immaterial entities as sources of purpose. Atomos simply
comes together randomly to form the things in the world. As such,
only material entities matter. In terms of human flourishing, matter is
what makes us attain happiness. We see this at work with most people
who are clinging on to material wealth as the primary source of the
meaning of their existence.
2. Hedonism
Are you the type of a happy-go-lucky person?
The hedonists, for their part, see the end goal of life in
acquiring pleasure. Pleasure has always been the priority of
hedonists. For them, life is about obtaining and indulging in
pleasure because life is limited. The mantra of this school of
thought is the famous, “Eat, drink, and be merry for tomorrow
we die”. Led by Epicurus, this school of thought also does not
buy any notion of afterlife just like the materialists.
3. Stoicism
Have you encountered a certain point of your life that there are events which were surprisingly happened
out of your plans? It may be good or bad, Stoics discussed it as “not within our control” and acceptance is
a key for us to be happy.
Another school of thought led by Epicurus, the stoics espoused
the idea that to generate happiness, one must learn to distance
oneself and be apathetic. The original term, apatheia, precisely means
to be indifferent. For the stoics, happiness can only be attained by a
careful practice of apathy. We should, in this worldview, adopt the
fact that some things are not within our control. The sooner we realize
this, the happier we can become.
4. Theism
Amidst the pandemic we are facing right now, we Filipinos have a strong faith with God that this
pandemic will end very soon. With that belief, everything will be at ease by putting our trust unto Him.
Most people find their meaning of their lives using God as a
fulcrum of their existence. The Philippines, as a predominantly
Catholic country, is a witness to how people base their life goals and
beliefs that hinged on some form of supernatural reality called heaven.
The ultimate basis of happiness for theists is the communion with God.
The world where we are in is only just a temporary reality where we
have to maneuver around while waiting for the ultimate return to the
hands of God.
5. Humanism
We are the ones making our own destiny. The question is, are you happy with the life you have?
Humanism as another school of thought espouses the freedom of man to
carve his own destiny and legislate his own laws, free from the shackles of a God
that monitors and controls. Inspired by the enlightenment in 17th century,
humanists see themselves not merely as stewards of the creation but as
individuals who are in control of themselves and the world outside them. This is
the spirit of most scientists who thought that the world is a place and space for
freely unearthing the world in seeking for ways on how to improve the lives of its
inhabitants.
Scientists of today meanwhile are ready to confront more sophisticated attempts at altering the
world for the benefit of humanity. Some people now are willing to tamper with time and space in the
name of technology. Social media, as an example, has been so far a very effective way of employing
technology in purging time and space. Not very long ago, communication between two people from two
continents in the planet will involve months of waiting for a mail to arrive. Seeing each other real time
while talking was virtually impossible. Now, communication between two people wherever they are, is not
just possible but easy. The internet and smart phones made real-time communication possible not just
between two people, but even with multiple people simultaneously.
Whether or not we agree with these technological advancements, these are all undertaken in the
hopes of attaining the good life. The balance, however, between the good life, ethics, and technology has
to be attained.
To better understand what is meant by good life with these school of thoughts, read the article provided
below.
What is the Good life?
The various meanings of “living well”
By Emrys Westacott
What is “the good life”? This is one of the oldest philosophical questions. It has been posed in different
ways—How should one live? What does it mean to “live well”? —but these are really just the same question.
After all, everyone wants to live well, and no one wants “the bad life.”
But the question isn’t as simple as it sounds. Philosophers specialize in unpacking hidden complexities,
and the concept of the good life is one of those that needs quite a bit of unpacking.

The Moral Life
One basic way we use the word “good” is to express moral approval. So, when we say someone is living
well or that they have lived a good life, we may simply mean that they are a good person, someone who is
courageous, honest, trustworthy, kind, selfless, generous, helpful, loyal, principled, and so on.
They possess and practice many of the most important virtues. And they don’t spend all their time merely
pursuing their own pleasure; they devote a certain amount of time to activities that benefit others,
perhaps through their engagement with family and friends, or through their work, or through various
voluntary activities.
This moral conception of the good life has had plenty of champions. Socrates and Plato both gave
absolute priority to being a virtuous person over all other supposedly good things such as pleasure, wealth,
or power.
In Plato’s dialogue Gorgias, Socrates takes this position to an extreme. He argues that it is much better to
suffer wrong than to do it; that a good man who has his eyes gouged out and is tortured to death is more
fortunate than a corrupt person who has used wealth and power dishonorably.
In his masterpiece, the Republic, Plato develops this argument in greater detail. The morally good person,
he claims, enjoys a sort of inner harmony, whereas the wicked person, no matter how rich and powerful
he may be or how many pleasures he enjoys, is disharmonious, fundamentally at odds with himself and
the world.
It is worth noting, though, that in both the Gorgias and the Republic, Plato bolsters his argument with a
speculative account of an afterlife in which virtuous people are rewarded and wicked people are punished.
Many religions also conceive of the good life in moral terms as a life lived according to God’s laws. A
person who lives this way—obeying the commandments and performing the proper rituals—is pious. And
in most religions, such piety will be rewarded. Obviously, many people do not receive their reward in this
life.
But devout believers are confident that their piety will not be in vain. Christian martyrs went singing to
their deaths confident that they would soon be in heaven. Hindus expect that the law of karma will ensure
that their good deeds and intentions will be rewarded, while evil actions and desires will be punished,
either in this life or in future lives.
The Life of Pleasure

The ancient Greek philosopher Epicurus was one of the first to declare, bluntly, that what makes life worth
living is that we can experience pleasure. Pleasure is enjoyable, it’s fun, it’s...well...pleasant! The view that
pleasure is the good, or, to put I another way, that pleasure is what makes life worth living, is known
as hedonism.
The word “hedonist,” when applied to a person, has slightly negative connotations. It suggests that they
are devoted to what some have called the “lower” pleasures such as sex, food, drink, and sensual
indulgence in general.
Epicurus was thought by some of his contemporaries to be advocating and practicing this sort of lifestyle,
and even today an “epicure” is someone who is especially appreciative of food and drink. But this is a
misrepresentation of Epicureanism. Epicurus certainly praised all kinds of pleasures. But he didn’t
advocate that we lose ourselves in sensual debauchery for various reasons:
 Doing so will probably reduce our pleasures in the long run since over-indulgence tends to cause
health problems and limit the range of pleasure we enjoy.
 The so-called “higher” pleasures such as friendship and study are at least as important as
“pleasures of the flesh."
 The good life has to be virtuous. Although Epicurus disagreed with Plato about the value of
pleasure, he fully agreed with him on this point.
Today, this hedonistic conception of the good life is arguably dominant in Western culture. Even in
everyday speech, if we say someone is “living the good life,” we probably mean that they enjoying lots of
recreational pleasures: good food, good wine, skiing, scuba diving, lounging by the pool in the sun with a
cocktail and a beautiful partner.
What is key to this hedonistic conception of the good life is that it emphasizes subjective experiences. On
this view, to describe a person as “happy” means that they “feel good,” and a happy life is one that
contains many “feel good” experiences.
The Fulfilled Life
If Socrates emphasizes virtue and Epicurus emphasizes pleasure, another great Greek thinker, Aristotle,
views the good life in a more comprehensive way. According to Aristotle, we all want to be happy.
We value many things because they are a means to other things. For instance, we value money because it
enables us to buy things we want; we value leisure because it gives us time to pursue our interests. But
happiness is something we value not as a means to some other end but for its own sake. It has intrinsic
value rather than instrumental value.
So for Aristotle, the good life is a happy life. But what does that mean? Today, many people automatically
think of happiness in subjectivist terms: To them, a person is happy if they are enjoying a positive state of
mind, and their life is happy if this is true for them most of the time.
There is a problem with this way of thinking about happiness in this way, though. Imagine a powerful
sadist who spends much of his time gratifying cruel desires. Or imagine a pot-smoking, beer-guzzling
couch potato who does nothing but sit around all day watching old TV shows and playing video games.
These people may have plenty of pleasurable subjective experiences. But should we really describe them
as “living well”?
Aristotle would certainly say no. He agrees with Socrates that to live the good life one must be a morally
good person. And he agrees with Epicurus that a happy life will involve many and varied pleasurable
experiences. We can’t really say someone is living the good life if they are often miserable or constantly
suffering.
But Aristotle’s idea of what it means to live well is objectivist rather than subjectivist. It isn’t just a matter
of how a person feels inside, although that does matter. It’s also important that certain objective
conditions be satisfied.
For instance:
 Virtue: They must be morally virtuous.

 Health: They should enjoy good health and reasonably long life.
 Prosperity: They should be comfortably off (for Aristotle this meant affluent enough so that they
don’t need to work for a living doing something that they would not freely choose to do.)
 Friendship: They must have good friends. According to Aristotle human beings are innately social;
so the good life can’t be that of a hermit, a recluse, or a misanthrope.
 Respect: They should enjoy the respect of others. Aristotle doesn’t think that fame or glory is
necessary; in fact, a craving for fame can lead people astray, just as the desire for excessive wealth
can. But ideally, a person’s qualities and achievements will be recognized by others.
 Luck: They need good luck. This is an example of Aristotle’s common sense. Any life can be
rendered unhappy by tragic loss or misfortune.
 Engagement: They must exercise their uniquely human abilities and capacities. This is why the
couch potato is not living well, even if they report that they are content. Aristotle argues that what
separates human beings from the other animals is the human reason. So, the good life is one in
which a person cultivates and exercises their rational faculties by, for instance, engaging in
scientific inquiry, philosophical discussion, artistic creation, or legislation. Was he alive today he
might well include some forms of technological innovation?
If at the end of your life you can check all these boxes then you could reasonably claim to have lived well,
to have achieved the good life. Of course, the great majority of people today do not belong to the leisure
class as Aristotle did. They have to work for a living.
But it’s still true that we think the ideal circumstance is to be doing for a living what you would choose to
do anyway. So, people who are able to pursue their calling are generally regarded as extremely fortunate.
The Meaningful Life

Recent research shows that people who have children are not necessarily happier than people who don’t
have children. Indeed, during the child-raising years, and especially when children have turned into
teenagers, parents typically have lower levels of happiness and higher levels of stress. But even though
having children may not make people happier, it does seem to give them the sense that their lives are
more meaningful.
For many people, the well-being of their family, especially their children and grandchildren, is the main
source of meaning in life. This outlook goes back a very long way. In ancient times, the definition of good
fortune was to have lots of children who do well for themselves.
But obviously, there can be other sources of meaning in a person’s life. They may, for instance, pursue a
particular kind of work with great dedication: e.g. scientific research, artistic creation, or scholarship. They
may devote themselves to a cause: e.g. fighting against racism or protecting the environment. Or they
may be thoroughly immersed in and engaged with some particular community: e.g. a church, a soccer
team, or a school.
The Finished Life

The Greeks had a saying: Call no man happy until he’s dead. There is wisdom in this. In fact, one might
want to amend it to: Call no man happy until he’s long dead. For sometimes a person can appear to live a
fine life, and be able to check all the boxes—virtue, prosperity, friendship, respect, meaning, etc.—yet
eventually be revealed as something other than what we thought they were.
A good example of this Jimmy Saville, the British TV personality who was much admired in his lifetime but
who, after he died, was exposed as a serial sexual predator.
Cases like this bring out the great advantage of an objectivist rather than a subjectivist notion of what it
means to live well. Jimmy Saville may have enjoyed his life. But surely, we would not want to say that he
lived the good life. A truly good life is one that is both enviable and admirable in all or most of the ways
outlined above.
Source: Westacott, E. (2018). What is the good life? Retrieved from https://www.thoughtco.com/what-is-
the-good-life-4038226
*** END of the Lesson Proper***
REFERENCES

Textbooks
Publishing, Inc.
Online
Hickel, J. (2015, Sep 23). Forget ‘developing’ poor countries, it’s time to ‘de-develop’ rich countries. The
Guardian. Retrieved from https://www.theguardian.com/global-developmentprofessionals-
network/2015/sep/23/developing-poor-countries-de-developrich-countries-sdgs
Westacott, E. (2018). What is the good life? Retrieved from https://www.thoughtco.com/what-is-the-good
-life-4038226
Learning Materials
The Magician’s Twin: C.S. Lewis and the Case Against Scientism
https://www.youtube.com/watch?v=gi5YJPWHQKo
Akiro Kurosawa’s Dreams “Village of the Watermills”
https://www.youtube.com/watch?v=aK4mtPQ_THM&t=98s

Name: _________________________________________ Code: ____________________

Yr. & Course: ___________________________________
Instructor: ______________________________________
Participation
After reading the article Forget ‘developing’ poor countries, it’s time to ‘de-develop’ rich countries,
answer the questions you have found in the learning content of this module. ¬¬¬¬¬¬¬¬¬¬Answers must
only be 3-5 sentences. (5 points each)
1.
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LEARNING TASK (WEEK 10)
PERSONAL CONSUMPTION AUDIT. (20 points) People believe that the more they are able to
purchase things and avail services, the more ‘developed’ and ‘progressive’ are lives they lead. Yet, Hickel
made it clear in his article that huge consumption does not necessarily equate to long and happy lives.
Reflecting on philosophical views such as Materialism and Hedonism, in a world dominated by modern
technology and superficial happiness, what affects our true self and happiness? In this sense, is it possible
for people to also de-develop their consumption, but still remain happy and contented?
Accomplish the personal consumption audit table below and on the next page and see what things
you can reduce or minimize without sacrificing, or even improving, the quality of your daily live. For your
guidance, the first row has been provided as an example.
Criteria (5 points/row)
Content 4 points
Grammar/Spelling 1 point
My Personal Consumption Audit

Product/ Average No. of Impact of this ‘de-developing’ on my everyday living
Service/Facilit quantity/tim hours/day I’ll
y e used, reduce/do
consumed away with
Ex. Milk tea 5 large 1 large Aside from the reduction of plastic cups used which
cups/week cup/week will have an impact to the environment, less
consumption of sugar will lessen my risk of having
Diabetes Miletus and cardiac diseases. This can also
help me save money.
1.
2.
3.

4.

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UNIVERSITY OF SAINT LOUIS

SCHOOL OF EDUCATION, ARTS and SCIENCES

CORRESPONDENCE LEARNING MODULE

MARVIN B. BACCAY, MST

RENZ MARION C. GAVINO, MP

VENUS I. GUYOS, Ph.D.

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

SCTS 1013 - Science, Technology and Society | 1

Grant all these supplications through the intercession of

SCTS 1013 - Science, Technology and Society | 2

LESSON 7: THE INFORMATION AGE

1. Define Information Age

Date Topics Activities or Tasks

What is Information Age?

1300 Tortoise shell and oracle bone writing.

500 Papyrus roll.

100 A.D. Book (parchment codex).

105 Wood-block printing and paper is invented by the Chinese.

1755 Samuel Johnson's dictionary standardizes English spelling.

1802  The Library of Congress is established.

Gutenberg’s Press up to the Era of Social Media

German goldsmith, Johannes Gutenberg, invented the printing press

SCTS 1013 - Science, Technology and Society | 6

Alan Turing, an English mathematician, was hired in 1936 by

3. Personal Digital Assistants (PDAs)

 tightly integrated computers that usually do

 integrated into cell phones, watches, and

 a computer that has been improved to

 huge computer systems that could fill an entire room or even a

Please proceed to the Participation Section of this module

SCTS 1013 - Science, Technology and Society | 10

SCTS 1013 - Science, Technology and Society | 12

Biodiversity and Ecosystem

(Retrieved from: https://www.quora.com/How-do-biotic-factors-depend-on-abiotic-factors)

SCTS 1013 - Science, Technology and Society | 13

Please proceed to the Participation Section of this module

(Retrieved from: https://www.sierraclub.ca/en/video-biodiversity-in-ontario)

SCTS 1013 - Science, Technology and Society | 17

 Major contributing factor is the inhabitation of human

Alterations in ecosystem composition

 Alterations and sudden changes, either within

 Over-hunting, overfishing, or over-collecting of

Pollution and contamination

 Biological systems respond slowly to changes in

Global climate change

 Both climate variability and climate change cause

Please proceed to the Participation Section of this module

Additional impacts of biodiversity are noted as follows:

SCTS 1013 - Science, Technology and Society | 20

SCTS 1013 - Science, Technology and Society | 21

Name: _________________________________________ Code: ____________________

SCTS 1013 - Science, Technology and Society | 23

SCTS 1013 - Science, Technology and Society | 24

SCHOOL OF EDUCATION, ARTS and SCIENCES

CORRESPONDENCE LEARNING MODULE

MARVIN B. BACCAY, MST

RENZ MARION C. GAVINO, MP

VENUS I. GUYOS, Ph.D.

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

SCTS 1013 - Science, Technology and Society | 1

Grant all these supplications through the intercession of

SCTS 1013 - Science, Technology and Society | 2

LESSON 8: Current Topics and Issues in STS

Name: _____________________ Code:

Name: ____________________ Code:

Name: _____________________ Code:

* END of the Lesson Proper*

Name: ____________________ Code:

Name: _____________________ Code: