Understanding STS

Module 1
INTRODUCTION TO SCIENCE, TECHNOLOGY, AND

SOCIETY
MODULE OVERVIEW
This section introduces Science, Technology, and Society (STS) as a field of study. After defining
science and technology, the section traces the historical roots of STS as an academic field. It also
enumerates emerging ethical dilemmas that reinforce the importance of the study of STS in an age of
scientific progress and technological development.
ODULE LEARNING OBJECTIVES
At the end of this Module, you should be able to:

1. explain the scope of the study of STS; and
2. demonstrate preparedness and readiness in the study of STS.
LEARNING ACTIVITY 1
Diagnostics
Before continuing on this Module, let us have a short diagnostic test to determine your ideas
regarding science and technology. For the following items, write TRUE if you feel that the statement is
correct and FALSE if the statement is not.
1. Technology is the application of science.
2. Scientific theories are much less valid than scientific laws.
3. Science and technology have potentially negative societal impacts.
4. STS is a multidisciplinary study and draws heavily on the social sciences.
5. Science mainly concerns on the acquisition and production of knowledge from the natural world.
6. Though the knowledge generated by STS is important, it has little bearing on government policy-
making.
7. The study of STS is important for both the natural science community and the social science
community.
8. The domain of science requires skills such as critical thinking and problem-solving but less on
creativity and imagination.
9. When we try to look into how various social factors affect the development of science and how
developments in science affect human society, we are delving into the STS territory.
10. STS deals mostly with historical developments of science and technology and its impact to
society and less with the philosophical implications of these developments.
Once you finish this Module, revisit this activity and answer it again. Did any of your ideas
regarding science, technology, and society change CONCEPTS RELATED TO SCIENCE,
TECHNOLOGY, AND SOCIETY
Science and technology innovations are prevalent in our society. It permeates our everyday
activities, as well as the tools that we use, from the simplest to the most complex. In order for you to
completely grasp the impact of science and technology to our society, it is necessary to study some
concepts related to science and technology.
What is Science?
You have taken up science subjects since primary school years, and the definition of science has
been repeatedly discussed since then. To give you a recall, Science comes from the Latin word Scientia,
meaning ‘knowledge’. It refers to a systematic and methodical activity of building and organizing
knowledge about how the universe behaves through observation, experimentation or both. Let’s discuss
the nature of science below for you to understand it better.
The Nature of Science
It is important to understand the nature of science because it is a critical component of scientific

literacy. It enhances your understanding of science concepts and enables you to make informed
decisions about scientifically-based personal and societal issues. The following sums up the nature of
science:
The World is Understandable
Science presumes that the things and events in the universe occur in consistent patterns that are
comprehensible through careful, systematic study. Scientists believe that through the use of the intellect,
and with the aid of instruments that extend the senses, people can discover patterns in all of nature.
Science Explains and Predicts
Scientists strive to make sense of observations of phenomena by constructing explanations that

are consistent with currently accepted scientific principles. Such explanations or theories may be either
broad or restricted, but they must be logically sound and incorporate a significant body of scientifically
valid observations. The credibility of scientific theories often comes from their ability to show relationships
among phenomena that previously seemed unrelated. For example, the theory of moving continents, has
grown in credibility as it has shown relationships among diverse phenomena such as earthquakes,
volcanoes, the match between types of fossils on different continents, the shapes of continents, and the
contours of the ocean floors.
Science Demands Evidence
The validity of scientific claims is settled by referring to observations of phenomena. Hence,

scientists concentrate on getting accurate data. Such evidence is obtained by observations and
measurements taken in situations that range from natural settings (such as a forest) to completely
contrived ones (such as the laboratory). To make their observations, scientists use their own senses,
instruments (such as microscopes) that enhance those senses, and instruments that tap characteristics
quite different from what humans can sense (such as magnetic fields). Scientists observe passively
(earthquakes, bird migrations), make collections (rocks, shells), and actively probe the world (as by boring
into the earth's crust or administering experimental medicines).
Scientific Ideas are Open to Change
Science is more of a process than a set body of knowledge. Scientists are always testing and
revising their ideas, and as new observations are made, existing ideas may be challenged. Ideas may be
replaced with new ideas that better fit the facts, but more often existing ideas are simply revised. For
example, when scientists discovered how genes control genetic traits, they didn't throw out Mendel's laws
of inheritance. The new discoveries helped to explain why Mendel's laws apply to certain traits but not
others. They showed that Mendel's laws are part of a bigger picture. Through many new discoveries over
time, scientists gradually build an increasingly accurate and detailed understanding of the natural world.
Science is a Complex Social Activity

Scientific work involves many individuals doing many different kinds of work and goes on to some
degree in all nations of the world. Men and women of all ethnic and national backgrounds participate in
science and its applications. These people --- scientists and engineers, mathematicians, physicians,
technicians, computer programmers, librarians, and others --- may focus on scientific knowledge either for
its own sake or for a particular practical purpose, and they may be concerned with data gathering, theory
building, instrument building, or communicating.
Science Cannot Provide Complete Answers to All Questions
There are many matters that cannot usefully be examined in a scientific way. There are, for
instance, beliefs that --- by their very nature --- cannot be proved or disproved (such as the existence of
supernatural powers and beings, or the true purposes of life). In other cases, a scientific approach that
may be valid is likely to be rejected as irrelevant by people who hold to certain beliefs (such as in
miracles, fortune-telling, astrology, and superstition). Nor do scientists have the means to settle issues
concerning good and evil, although they can sometimes contribute to the discussion of such issues by
identifying the likely consequences of particular actions, which may be helpful in weighing alternatives.
Extension Activity
You can watch this YouTube video from Bozeman Science to further understand the Nature of
Science: https://www.youtube.com/watch?v=TkvjDZseD4k&feature=emb_rel_pause
What is Technology?
Technology, the word often attached side by side with science comes from the Greek word
techne, meaning ‘art, skill or cunning of hand’. Technology involves the development and use of
materials, tools, and approaches for solving human problems and helping to fulfill human needs and
desires. Many of the products of technology help humans accomplish tasks that would otherwise be very
difficult or impossible to carry out. Although technology provides many benefits, it also produces
associated costs and risks. Technology is also a way of knowing, and is also a process of exploration and
experimentation. Technology is both a form of knowledge that uses concepts and skills from other
disciplines and the application of this knowledge to meet an identified need or to solve a specific problem
using materials, energy, and tools.
Relationship between Science, Technology, and Society
Science, technology and society are closely linked, especially through scientific inquiry,
technological problem solving, and communication. Science frequently utilizes and requires tools and
processes developed by technology, and conversely, technology often employs principles, laws, theories,
and processes developed by means of science. The society as we know it today has been affected in
many ways by science and technology.
For example, society demands for an easy-access, extensive and frequent communication. This
leads to the research and development of an ever-widening array of mobile phone capabilities. Access to
these capabilities, in turn, influenced the way humans live. As the society relies more and more on mobile
phones, additional features were continuously requested to improve like increasing speed of phone
processors, the use of touch-enabled screens, or the implementation of mobile internet access, and the
cycle continues.
LEARNING ACTIVITY 2
Metacognitive reading report

1. Refer to the work of Lewis Wolpert entitled The Medawar Lecture 1998 Is Science Dangerous?
through the link https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1569503/. Read the article and
answer the following questions:
a. What were Wolpert's major points and support to his claims?
b. Does he believe that science and technology is dangerous?
c. What were his ideas regarding eugenics, cloning, and stem cells? Do you agree or disagree on
his points regarding these issues? Why or why not?
d. What role does the public play in the purported dangers (or lack thereof) of science and
technology?
e. What role does politics play in the purported dangers (or lack thereof) of science and technology?
f. What three concepts from the article will you never forget?
g. What three realizations did you have after reading the article? State your answer in the following
manner: Before reading the article, I thought… However, after reading, I can now say that I
learned…
h. What three things are still unclear to you after reading the article?
Poster-making
2. On an A4 size coupon bond, create a poster or collage that reflects your view of science and
technology. It should clearly show whether you view science and technology as good, bad, both
good and bad or neither. Be creative. You can use different art materials to make it visually
appealing and impactful. On another piece of paper, briefly explain your work using 5-10
sentences. Your work will be scored using the following criteria:
4 3 2 1
Creativity Work is inventive Work shows a high Work shows some Work is not original.
and and shows a high degree of degree of
originality degree of imagination and inventiveness and
imagination and resourcefulness. resourcefulness.
resourcefulness.
Visual The poster is The poster is The poster is The poster is messy
appeal exceptionally attractive in terms tolerably attractive and poorly designed
attractive in terms of layout, design, in terms of layout, and layed out
of layout, design, and neatness. design, and
and neatness. neatness.
Clarity of The message of the The message of The message of The message of the
message poster is the poster is clear the poster is poster is
exceptionally clear and impactful. comprehensible incomprehensible.
and impactful. but may lack
impact.
Explanation The explanation The explanation The explanation The explanation was
was complete, was complete and was complete, but incomplete, long-
concise, and clear. clear. may be long- winded, and unclear.
winded or unclear.
Timeliness Completed work Completed work Completed work Completed work was
was passed earlier was passed on the was passed the passed more than a
than the deadline deadline given. day after the day after the
given. deadline given. deadline given.
HISTORICAL ROOTS OF STS AS AN ACADEMIC FIELD

As problems in science and technology continue to rise and become more observable, the need to
pay attention to their interactions with various aspects of human life, e.g. social, political, and economic,
becomes ever more necessary. How the different aspects of society shape and influence the progression
and further development of science and technology is the area of concern of a relatively new academic
discipline called Science, Technology and Society.
Science, Technology, and Society (STS) is a relatively young field that combines previously
independent and older disciplines, such as the history of science, philosophy of science, and sociology of
science. As an academic field, STS, according to Harvard University’s Kennedy School (2018), traces its
roots from the interwar period and the start of the Cold War. It was during this period when historians and
scientists found interest in the interconnections of scientific knowledge, technological systems, and
society. The rise of STS as an academic field resulted from the recognition that many schools today do
not really prepare students to respond critically, reflectively, and proactively to the challenges posed by
science and technology in the modern world.
TSTS seeks to bridge the gap between two traditionally exclusive cultures --- humanities (interpretive)
and natural sciences (rational) --- so that humans will be able to better confront the moral, ethical, and
existential dilemmas brought by the continued developments in science and technology.
STS also calls for educating you (our students) so that you will be able to apply science and
technology (tools, knowledge, process and products) to solve problems in your environment. STS is an
important academic discipline to help you do science so as to be functional and not just graduates who
are alien to your own society. For example, graduates should be able to apply science and technology
while at school, say to be productive, to grow your own food, to carry-out diseases preventive measures
and to become self-reliant or employed. STS aims to help students to develop adaptability, equipped with
not only academic skills but with a range of practical skills which will make you a functional citizen.
Human beings are by no means perfect – we struggle with ethical dilemmas on a daily basis and
fail in doing what we think or believe to be the right thing more often than we would like to admit.
Unfortunately, these failings are also articulated in our technology.
To warn us of these failings, the John J. Reilly Center for Science, Technology, and Values at the
University of Notre Dame compiles an annual list of what it determines to be that year’s top 10 ethical
dilemmas in science and technology. The list points to the challenges, questions, and issues that need
to be addressed and resolved when science, and technology and humanity intertwine.
The top 10 ethical dilemmas of science and technology as identified by the John J. Reilly Center for
Science, Technology, and Values at the University of Notre Dame for 2020 can be viewed at this link:
www.laboratoryequipment.com/558920-Top-10-Ethical-Dilemmas-in-Science-for-2020/. You may also
view the dilemmas from previous years as listed by the said organization. Even if several items in the list
may sound unfamiliar to you, it can be a useful springboard in the study of science and technology.
LEARNING ACTIVITY 2
Reflection Task
Obtain a photograph from a magazine or newspaper that depicts a science issue or dilemma that
you think is significant. After which, reflect on the following questions:
1.Describe the issue or dilemma in the photograph. How did this issue come about? Why do you
think this is a significant issue?
2.How do you think the study of STS will help address the issue you chose?
Your work will be assessed using the following criteria:

4 3 2 1
Depth of Demonstrates a Demonstrates a Demonstrates a Lacks
Content comprehensive comprehensive basic understanding of
understanding of the understanding of understanding of the subject for
subject for reflection the subject for the subject for reflection.
and work can be used reflection. reflection.
as an example for
others.
Originality Work is insightful and Work is insightful Work shows some Work is not
and Insight shows a high degree and shows insight and some original.
of imagination. imagination. degree of
imagination.
Style and Ideas are clearly Ideas are clearly Ideas show some Ideas are not
Clarity articulated and well articulated and degree of clarity communicated
developed. well developed. but are not well clearly nor are
developed. they well
developed.
Organization Writing is well- Writing is well- Writing has some Writing is
and Grammar organized with no organized with few degree of unorganized and
spelling and spelling and organization with contains many
grammatical errors. grammatical some spelling and spelling and
errors. grammatical grammatical
errors. errors.
Timeliness Completed work was Completed work Completed work Completed work
passed earlier than was passed on the was passed the was passed more
the deadline given. deadline given. day after the than a day after
deadline given. the deadline
given.
SUMMARY
The following learning points summarize what you have learned in this section:
 Science is a systematic and methodical activity of building and organizing knowledge about how
the universe behaves through observation, experimentation or both.
 Scientists assume that nature can be understood through systematic study, scientific ideas are
open to revision, sound scientific ideas withstand the test of time, and science cannot provide
answers to all questions.
 Technology involves the development and use of materials, tools, and approaches for solving
human problems and helping to fulfill human needs and desires.
 STS as an academic discipline is primarily concerned with how the different aspects of society
shape and influence the progression and further development of science and technology.
 STS seeks to bridge the gap between humanities and natural sciences
 Huesca., Okpala, C., Okafor, E. & Okonkwo, U. (2015). Harnessing Science, Technology and
Innovations (STI) for Sustainable Industrial and Economic Development. p380. International
Journal of Engineering and Management Research. Vandana Publications. Retrieved from
www.ijemr.net
 Quinto, Edward Jay M. and Neiva, Aileen D. (2019). Science, Technology, and Society. pp 2-14.
Quezon City: C&E Publishing.
 Ruparangand,F, (2016). An evaluation of the implementation of the Science-Technology and
Society (STS) concept in Science Instruction in secondary schools in Zimbabwe. South American
Journal of Academic Research Special Edition. Retrieved from https://www.texilajournal.com/
 Sarkar, S. and Pfeifer, J. Eds. (2016) The philosophy of science: an encyclopedia. pp. 749-753.
USA: Taylor and Francis Group. Retrieved from
fitelson.org/probability/sarkar_philosophy_of_science_encyclopedia.pdf
 The Nature of Science (1990). American Association for the Advancement of Science.
Retrieved from http://project2061.org
 Wakim, S. & Grewal, M. (2020). The Nature of Science. Retrieved from https://bio.libretexts.org/
 Wolpert, L. (2005). The Medawar Lecture 1998 Is Science Dangerous? In Philosophical
Transactions B. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1569503/
Module 2
HISTORICAL ANTECEDENTS OF SCIENCE AND
TECHNOLOGY
MODULE OVERVI
This module will introduce you the major roles of science and technology in the everyday life in a
historical perspective. As you proceed with the learning activities, you should be able to discover how
different social, cultural, economic, and political conditions affected science and technology and how
science and technology affected society as a whole. This module will focus on three historical periods:
Ancient, Middle, and Modern Period.
We will not only be looking at the history of science and technology in a global context. We will
also discuss important Philippine inventions and innovations. This way we could appreciate the different
contributions to the science and technology field of our own countrymen. DULE LEARNING
OBJECTIVES

1. discuss the interactions between science, technology, and society throughout history;
2. discuss how scientific and technological developments affect society and the environment; and
3. explain how Philippine scientific and technological inventions shaped and were shaped by various
social context.
Reflection
Before continuing on this Module, watch an 18- minute TEDx Talk by Hanno Raja Niemi entitled The
Big History of Modern Science using the link https://www.youtube.com/watch?v=ZcWsjlGPPFQ.
Afterward, reflect on the following question: “Why is it important to study the history of Science and
Technology?”
Though it is important to study scientific and technological innovations that had important societal
impacts, there would not be enough time to study them all. What we would focus on are the historical
antecedents, which, according to Quinto, et al (2019), are “factors that paved the way for the presence
of advanced and sophisticated scientific and ethnological innovations today.” The study of these
historical antecedents is important because they help us better understand how to develop new
scientific and technological innovations and help us make better decisions based from our experiences.
In our study of these historical antecedents, we will be dividing them into three distinct but
interrelated periods. This relationship of different historical antecedents of science and technology across
time can be seen in Figure 2.1.
Figure 2.1: Historical antecedents of S&T across Time
ANCIENT PERIOD
In the ancient times, people were concerned with transportation and navigation, communication and
record keeping, mass production, power and energy, security and protection, as well as health,
observation, and measurement, aesthetics, engineering, and architecture. A primary challenge they faced
was the conservation of life. The early people might have been successful in harnessing the rich
resources that the world could provide but their survival posed a great problem. Different illnesses and
diseases, both natural and man-made, hampered the full potential of a human being. Given this
predicament, science and technology played a major role in the discovery of cures, if not the prevention of
illness. Moreover, in order to integrate their needs for better transportation, establishment of structures for
protection from human attacks and natural disasters, and construction of bigger and stronger
infrastructure. Furthermore, the people were not contented on beautifying their infrastructures and
surrounding but more on being able to prolong life with the mass production of food and advancement of
medical technology, as well as raising the quality of life.
The rise of ancient civilizations such as Sumerians, Babylonians, Egyptians, Greeks, Romans,
and Chinese paved the way for advances in science and technology. Their contributions not only allowed
these ancient civilizations to flourish, but also paved the way for the developments of many other science
and technology innovations.
Some of the important historical antecedents of much more modern science and technology
innovations which were discovered in the ancient times include the ancient wheel, paper, shadoof,
Antikythera mechanism, and aeolipile. To learn more about these technologies, you may consult Quinto
(2019) and read pages 18 – 19 of these textbooks. However, you are free to look for any material that
discusses these pieces of scientific and technological innovations. Make sure that when you read about
these technological innovations, you are mindful of their impact to modern times. However, it should be
noted that many more scientific and technological innovations were developed during ancient times.
ACTIVITY 2
Poster Making
Your class will be divided into six groups to create a poster for an ancient civilization. For each
civilization, draw the contributions of each civilization that helped in the advancement of science and
technology. On a separate sheet of paper, write what these contributions are all about and how it
influenced you as a member of the modern society. The ancient civilizations include the following:
Group 1: Sumerians
Group 2: Babylonians
Group 3: Egyptians
Group 4: Greeks
Group 5: Romans
Group 6: Chinese
Each group’s work will be discussed by one member of the group during our online discussion.
You will be given a maximum of five minutes to discuss the contents of your poster. Your work will be
graded as follows:
4 3 2 1
resourcefulness.
attractive in terms of layout, design, in terms of layout, and laid out
impact.
winded or unclear.
Middle Ages, which occurred between the collapse of the Roman Empire in 5th century AD and the
colonial expansion of Western Europe in late 15th century AD, was an age of which started with wars,
migrations, and population rise and fall. These events led to new technologies needed in the fields of
weaponry, transportation and navigation, mass food and farm production, and health. This is also the
period of the emergence of scientific thinking and scientific method. Because of this, many of our
technologies can actually be traced back in this time period.
According to Quinto (2019), the heavy plough, gunpowder, paper money, mechanical clock and
spinning wheel were the important technologies which emerged in this time period. Read pages 20 – 22
of these textbooks to learn about these, but you may use any material that you wish discussing these
innovations. Just like in the ancient period, be mindful of their impacts to society and that they are not the
only technologies that are developed during this time.
LEARNING ACTIVITY 3
Worksheet
After reading about the innovations during the Middle Ages, complete the following table.
Heavy Gunpowder Paper Mechanical Spinning
plough money clock wheel
Developer / inventor
Origin
Time of invention
Impact or contribution to
mankind
ERN AGES
According to Quinto, et al (2019), the Modern Ages was marked with a steady increase in
population that emphasizes the “importance of increasing the efficiency of transportation, communication,
and production”. During the Modern ages, more complicated problems were created that needed more
solutions and greater risks for many aspects of human life were needed to be addressed.
Read pages 22 – 25 of Quinto (2019) to have a brief background on important historical
antecedents of science and technology that started in the Modern Ages. These include, but are not
limited to, compound microscope, telescope, Jacquard loom, engine-powered airplane, and television.
You may also consult any resource that you wish regarding the said technologies.
Reflection
After reading about the technologies developed during the Modern Ages, choose at least two (2)
inventions / technologies that you consider to be antecedents of other inventions / technologies. Describe
their function and how they are being used, who invented that technology, why you chose these two
particular inventions and technologies and the social, political, cultural, or economic contexts in which the
invention was made.

4 3 2 1
as an example for
others.
imagination.
developed.
errors. errors.
given.
INVENTIONS BY FILIPINO SCIENTISTS
The Philippines, despite being considered a developing country, have their own contributions to
science and technology and have a culture of developing scientific and technological innovations. Known
for original, clever, and inventive ideas, Filipino scientists and inventors have used the needs and
necessities of our nation in their innovations using resources that are indigenous to the country. Areas
where Filipinos focus include adaptation to natural disasters, navigation, textiles, food, and culture.
Quinto (2019), lists some of our many Filipino scientists, inventors, and innovators, along with their
contributions to society. These include:
Some of our Filipino scientists and inventors are the following:
1.Manuel Guerrero. Studied beriberi in infants in the Philippines during Spanish era.
2. Leon Ma Guerrero. First licensed pharmacist in the Philippines, and one of the most eminent
botanists in the country in his time.
3. Ana lento del Rosario. Leading chemist in the Philippines during the Spanish era, regarded as
the "Father of Philippine Science and Laboratory", and invented the formula for producing a pure kind of
alcohol from tuba in a nipa palm
4.Abelardo Aguilar. Invented Erythromycin, an antibiotic from Streptomyces erythrons.
5. Aisa Mijeno. Invention of Sustainable Alternative Lighting Lamp (Salt lamp), an environment friendly
light source that runs on saltwater. It is safer as it poses no risk of fire and emit no toxic gases and it
benefits those from far-flung barrios.
6.Rolando dela Cruz. Invented a local mole remover from extracts of cashew nuts.
7.Maria Orosa. Invented the banana ketchup.
8.Fe del Mundo. Invention of medical incubator from indigenous and cheap materials which did not
run-on electricity by placing a native laundry basket inside a bigger one abd inserting hot water bottles
between the baskets to provide warmth and makeshift hood to allow oxygen circulation. She was the first
Asian woman who admitted into Harvard Medical School. Other breakthroughs in Philippine medicine
attributed to Del Mundo include her works on the immunization and treatment of jaundice and the BRAT
diet (includes banana and rice) for curing diarrhea.
9. Dominic Chung, Lamberto Andrada, and Antonio Llave. Invention of the Salamander, an
amphibious tricycle that can cross not only flooded streets but also rivers and lakes.
10. Enrique Ostrea, Jr. Invention of the meconium drug testing
11. Angel Alcala. Outstanding contributions to marine science
12. Caesar Saloma. Outstanding contributions to physics
13. Edgardo Gomez. Outstanding contributions to marine science
14. Fabian Dayrit. Outstanding contributions to herbal medicine
15. Gregory Tangonan. Outstanding contributions to communications technology
16. Jose Cruz, Jr. Outstanding contributions to electrical engineering
17. Josefino Comiso. Outstanding contributions to Antarctica satellite imaging
18. Lilian Patena. Outstanding contributions to plant biotechnology
19. Lourdes Cruz. Outstanding contributions to sea snail venom
20. Mari-Jo Ruiz. Outstanding contributions to education and graph theory in mathematics
21. Rafael Guerrero III. Outstanding contributions to tilapia culture
22. Ramon Barba. Outstanding contributions to tissue culture in Philippine mangoes
23. William Padolina. Outstanding contributions to chemistry
Their impacts will be discussed in much greater detail in Module 4.
LEARNING ACTIVITY 5
Drawing / Model-making Activity
Draw or create of a model of an invention or innovation that could be beneficial to our society on the
present day. Describe what your invention is, why you decided to invent it, what influences did you draw
from this invention, and how it will benefit society as a whole. Your work will be graded according to the
following criteria:
4 3 2 1
resourcefulness.
attractive in terms of layout, design, in terms of layout, and layed out
impact.
winded or unclear.
After finishing this Module, you will have a quiz, which covers both Modules 1 and 2.
SUMMARY
 The development of science and technology is affected by social contexts and social contexts
affect the developments in science and technology. By looking at the conditions present in a
certain historical period, we can discern the needs of humankind and these needs drive the
development of science and technology.
 Certain scientific and technological innovations are considered as historical antecedents; that is,
they are precursors of other scientific innovations. They provide solutions to existing problems
and are important foundations for the development of future products and processes.
 The Ancient Period, Middle Ages, and Modern Ages are three historical periods marked with
differing contexts and thus developed different types of technologies.
 Filipino scientists and inventors contributed to the development of science and technology. They
focused on the needs of the nation as the main motivators of their inventions.
REFERENCES
Module 3
INTELLECTUAL REVOLUTIONS AND SOCIETY

This Module presents the intellectual revolutions which had a significant effect on how people view the
influence of science on society. It includes three of the most significant intellectual revolutions in the past:
the Copernican, Darwinian and the Freudian Revolution. Discussion will focus on the major contribution of
these great thinkers in the context of science, technology and society and the significant contributions in
the development of modern science. This module also encourages students to apply the great works of
the intellectual thinkers in transforming the society to a more conducive place to live.

1. identify the paradigm shifts in history; and
2. articulate ways by which society is transformed by science and technology.
1Diagnostics
Before continuing on this Module, let us find the 15 key terms/words in this module from the word
search puzzle below. Shade or encircle the words. They are placed in the puzzle either vertical,
horizontal, oblique, upward or backwards. Then copy the terms you have found in alphabetical order in a
piece of paper. And after completing this module, write 1 or 2 sentences about each term/word.
a r c e l i g y m e l o t p r
l i v i n g s t o n e k g s s
c o p e r n i c u s l o v y u
h a h a n s d a i l g o h c p
e c c i r t n e c o e g e h e
m f a e r a y l i l s e l o r
y r b v o d d e m i c o i a e
r e v o l u t i o n j j o n g
p u w l c o v i g v n m c a o
s d e u c u t e a m o d e l t
u o t t a z c o r o n a n y s
s u o i c s n o c o a r t s t
c t s o c i e t y a g w r i a
c e t n u d a v i d r i i s t
c i s a a c n e w t o n c u e
WHAT IS AN INTELLECTUAL REVOLUTION?

Intellectual revolution refers to series of events that led to the emergence of modern science and more
current scientific thinking across critical periods in history. It reveals how society was transformed by
science and technology for it has a lot of improvements in astronomy, chemistry, mathematics and
physics.
It is also the period where paradigm shifts occurred. It is where the scientific beliefs that have been widely
embraced and accepted by the people were challenged and opposed. It is the time period when
advancements of science and technology changed people’s perception and beliefs.
To learn more about the characteristics of paradigm shifts, please read the following article:
Shuttleworth, M. and Wilson, L. (2008, October 24). What Is a Paradigm? retrieved from
https://explorable.com/what-is-a-paradigm
Now that you have an idea the characteristics of paradigm shifts, we will look at three important
intellectual revolutions. When reading about these intellectual revolutions, keep in mind the prevailing
thoughts before these revolutions occurred and how each thinker changed these prevailing thoughts.
In the early times, people were fascinated with the heavenly bodies. They became interested with the
stars, sun, moons and planets. Their curiosity is focused on the components of the universe and wanted
to know the movement of the heavenly bodies and the effects in the world where they live.
In the 6th century, Claudius Ptolemy introduced the geocentric model which described the absolute
perception of the universe with the Earth as its center which was thought to be true by most of the people
and was widely accepted at that time.
Copernican Revolution marks the shift from the belief that the Earth was the center of the universe to the
heliocentric model of the universe where the sun is the center of the solar system, as articulated by the
Polish astronomer Nicolaus Copernicus in the 16th century. In his heliocentric model, Copernicus
repositioned the Earth from the center of the Solar System and introduced the idea that the Earth rotates
on its own axis causing day and night. The Earth along with other heavenly bodies rotates around the
sun.
Figure 3.1. Nichoaus Copernicus: Proponent of Heliocentrism.
(https://prezi.com/ew7js5aftabe/copernican-revolution/)
Figure 3.2. Comparison of the Geocentric and Heliocentric Theories

(https://prezi.com/ew7js5aftabe/copernican-revolution/)
The heliocentric model was hardly accepted by the people, primarily by the church accusing
Copernicus of heresy. He even faced persecution because of this. They held their stance on their beliefs
and refused to accept the heliocentric model of the universe as the truth.
The shift from geocentric to heliocentric slowly happened through the contributions of the following
intellectual persons.
 Tycho Brahe’s careful observation of the star, Cassiopeia. He developed a compromise between
the heliocentric and geocentric models of the universe.
 Johannes Kepler’s said that all planets move in elliptical orbits and the sun at the center
 Galileo Galilei’s developed his own telescope and observed Venus
 Sir Isaac Newton’s law of gravitation
Heliocentrism was eventually accepted by people and marks the birth of modern astronomy which
resulted in the transformation of society’s thoughts and beliefs. The Copernican Revolution marked a
turning point in the study of cosmology and astronomy making it a truly significant intellectual revolution.
To learn more about the details of this revolution, especially the resistance for the acceptance of
Copernicus’ ideas, please read Chapter 5 of Kuhn’s The Copernican revolution: planetary astronomy in
the development of western thought through this link: https://fpa2014.files.wordpress.com/2014/01/kuhn-
thomas-s-the-copernican-revolution.pdf.
DARWINIAN REVOLUTION
This Darwinian Revolution started when Charles Darwin Darwin (1809-1882) (Figure 3.3)
published his book “On the Origin of Species” which emphasizes that organisms are the result of an
evolution, a change in the heritable characteristics of biological population over successive generations.
He theorized that species of organisms arise and develop through the natural selection of small inherited
variations that increase individual’s ability to compete, survive, and reproduce. Natural selection is often
described as survival of the fittest, where fitness refers to the ability to survive and reproduce. This theory
of evolution has two main points: (1) all life on Earth is connected and related to each other and (2) this
diversity of life came about because of the modifications in populations that were driven by natural
selection. An commonly cited example of the evolutionary process can be seen in the beaks of
Galapagos finches. (Figure 3.4)
Figure 3.3. Charles Darwin: the Father of Evolution. (https://prezi.com/p/ped420lwyuyj/darwinian-
revolution/)
Figure 3.4. Adaptation of the beak of Darwin’s Finches (https://prezi.com/p/ped420lwyuyj/darwinian-

revolution/)
Just like Copernicus, Darwin’s theory of evolution also met resistance from the society. Critics see
the theory of evolution to be contradictory to the church’s teachings that the source of life is a powerful
creator. The theory emerged at a time when most of the population believed and accepted the biblical
version of the Earth’s creation. This caused conflict among people. Some believed that the theory
explained the origin of life, while the religious and faithful contradicts it. This caused a debate between
science and religion.
To learn more about Darwinian Revolution and its importance to society, please refer Berra’s
Charles Darwin’s paradigm shift through this link
https://pdfs.semanticscholar.org/f860/c47299fcda9ed474aac197a0c001565975c3.pdf?
_ga=2.249329735.175019503.1598341990-1376162135.1593765976.
FREUDIAN REVOLUTION
According to MacNamara, et al. (2018), the field of psychology was considered more of an art
rather than science and was classified under the area of philosophy. However, because of Sigmund
Freud (Figure 3.5), the perception of society to psychology changed. In the 19 century, Freud developed
th
his theory of psychoanalysis. According to Quinto, et al. (2019), psychoanalysis is “a scientific method of
understanding inner and unconscious conflicts embedded within one’s personality, springing from free
associations, dreams and fantasies of the individual.” Among his ideas include the importance of the
unconscious (Figure 3.6.), and the concept of id, ego, and superego (Figure 3.7). Freud emphasized the
understanding of unconscious because of its importance in human behavior.
Figure 3.5. Sigmund Freud: Father of Psychoanalysis
(https://prezi.com/6lnwzo7tp3dc/the-freudian-revolution/)
Figure 3.6. Freud compared the mind to an iceberg. (https://www.simplypsychology.org/Sigmund-

Freud.html)
Figure 3.7. The Three Parts Psyche.

(https://prezi.com/6lnwzo7tp3dc/the-freudian-revolution/)
To learn more about the ideas of Freud and his psychoanalytic theory, please read the article
What are the most interesting ideas of Sigmund Freud? by Saul McLeod by visiting the link:
https://www.simplypsychology.org/Sigmund-Freud.html#:~:text=The%20id%20comprises%20two
%20kinds,instincts%20is%20known%20as%20libido, and Makari’s Revolution in Mind: The Creation of
Psychoanalysis through the link http://wsi.org/publications/images/Revolution-in-Mind-the-Creation-of-
Psychoanalysis.pdf.
These three revolutionizing theories are just some of the many scientific ideas that transformed
and molded societies and beliefs. The changes they brought to the perspectives and perceptions of the
scientific community and the public are evidences of science and technology’s link to humanity. Through
scientific research and experimentations, people will continue to deepen their understanding of the world
and the universe.
LEARNING ACTIVITY 2
Metacognitive reading report
After reading the articles and materials for this Module, the class will be divided into three groups,
and each group will accomplish the metacognitive reading report assigned to them by answering the
questions below. The groups are as follows:
Group 1: The Copernican Revolution by Kuhn

Group 2: Charles Darwin’s Paradigm Shift by Berra
Group 3: Revolution in Mind: The Creation of Psychoanalysis by Makari
a. What was the article all about?

b. What concepts from the article will you never forget?
c. What realizations did you have after reading the article? State your answer in the following
manner: Before reading the article I thought… However after reading, I can now say that I
learned…
d. What three things are still unclear to you after reading the article?

4 3 2 1
as an example for
others.
imagination.
developed.
errors. errors.
given.
 The Copernican Revolution refers to the paradigm shift of how the Earth and Sun were placed in
the universe. This idea rejected Ptolemaic Model or geocentric model (earth is the center of the
solar system) proposed by Claudius Ptolemy and proved the heliocentric model (Sun is the center
of the Solar System having the Earth revolving around it) proposed by Nicolaus Copernicus
 The Theory of Evolution by Charles Darwin states that all species of an organism arise and
develop through the natural selection of small inherited variations that increase the individual’s
ability to compete, survive and reproduce. His work entitled “On The Origin of Species” changed
how people approach biology forever, and has fundamental impacts on modern science, religion,
and other aspects of the society.
 Sigmund Freud was an Austrian neurologist who is perhaps most known as the founder of
psychoanalysis which, defined as a set of psychological theories and therapeutic methods with
the belief that all people possess unconscious thoughts, feelings, desires, and memories.
According to his theory, personalities arise because of attempts to resolve conflicts between
unconscious sexual and aggressive impulses and societal demands to restrain these impulses.
Module 5
TECHNOLOGY AS A WAY OF REVEALING
MODULE OVERVIEW
Technology has been viewed in varying ways across time. The ancient Greek philosophers
viewed technology as something which imitates products of nature or completes what nature cannot.
Aristotle viewed technology as a means to an end, a way to accomplish a goal. Some philosophers and
historians view technology positively, some negatively, while some view technology as neither.
In this lesson, we look into the essence of technology and the relationship between humans and
technology according to the philosopher Martin Heidegger from his work The Question Concerning
Technology, a lecture he delivered in 1953 to the Bavarian Academy of Fine Arts published the year
after. Through looking at the contents of his work, we will pick up on his idea on how one could approach
technology, have a much better understanding of technology in another perspective, and enrich our
understanding of technology.
ODULE LEARNING OBJECTIVES
1. Analyze the human condition in order to deeply reflect and express philosophical ramifications
that are meaningful to the student as a part of society
Reflection
1. Before continuing with this lesson, it would be helpful to learn more about the life and works of
Martin Heidegger. You may refer to pages 63 – 64 Quinto (2019) for a brief background on
Heidegger and his works or any resource available to you that discusses Heidegger’s
background.
2. Refer to Module 1 for the overview of technology. Also, ponder on your ideas regarding
technology. Then, reflect on the following questions:
a. What is the essence of technology?
b. Do you view technology in a positive, negative, or neutral manner? Why do you have this
view?
c. Are there differences between the nature of pre-modern and modern technology? If
there are, what are these differences?
These are the same questions that you will encounter on Heidegger’s writings. Having answers to
these questions will help guide you in reading through the material that will be assigned to you.
The progress of science and technology is similar to the progress of human civilization: as man
flourishes, so does science and technology. However, in the pursuit of progress, man may acquire,
consume, or destroy, unknowingly or not, things that he or she should not. Thus, in order to appreciate
the benefits that humans get from science and technology, we must examine not only their utility or use
but their greater impact on humanity as a whole.
Martin Heidegger, in his work The Question of Technology, aimed to characterize technology and
how humans relate to it. He argued the importance of understanding the essence of technology because
no matter what we do, we will always be intertwined with technology.
He began his work by discussing how we usually understand technology. According to Heidegger,
technology is commonly understood as both a means to an end (an instrumental characterization of
technology) and a human activity (an anthropological characterization of technology). For Heidegger,
these two notions of technology are intertwined.
He said that this characterization of technology is correct, even for both traditional and modern
technology, but may not the whole truth. However, it is important to note that knowing what is “correct”
may lead to the “truth”.
To better understand the instrumental and anthropological definitions of technology, read pages 1 –
2 of Heidegger’s work through the link
https://simondon.ocular-witness.com/wp-content/uploads/2008/05/question_concerning_technology.pdf.
After reading, reflect on the questions below.
Discussion Questions
After reading the assigned pages on the article, answer the following questions:
1. According to Heidegger, “the essence of technology is by no means anything technological.”
What does he mean by this statement?
2. Why is it important to veer away from the notion that technology is neutral?
3. Describe or illustrate the instrumental and anthropological definitions of technology.
To have a better understanding of what technology is when it is seen as a means to an end, he delved in
the question of causality. He used the ancient Greek’s way of looking at causality to initially determine
the essence of technology.
In his work, he discussed what we mean of cause by using the concept of the four causes: (1) causa
materialism, the material by which something is made up of; (2) causa formalism, the form of the
material that makes it what it is; (3) causa finalist, the purpose of the thing; and (4) causa efficient, the
one which caused for the thing to be formed. These four causes are deemed to be responsible of
bringing forth something. This bringing forth is termed poises.
Poesies has two forms: bringing-forth through an external influence or poesies and bringing-forth
that occurs naturally. Heidegger characterized poises as a kind of unveiling, or a way of revealing. In
Greek, revealing is Alethia, which can be translated as “truth”.
To learn more on how the concept of poises relates to the essence of technology, read pages 3 to 5
of your assigned reading and answer the following questions.
1. Explain how Heidegger used a silver chalice to illustrate the four causes of the Greeks.
2. How did Heidegger connect the essence of technology with the concept of poises? How do the
concepts of technology, knowledge, and truth relate to one another?
By this point, the essence of technology was described in a general way. However, according to
Heidegger, modern technology is different since its way of bringing forth is not the same as that of poises,
since the bringing-fourth of modern technology may not be as harmonious as pre-modern technology.
The bringing-forth is more of a challenging forth. Heidegger described modern technology as the age of
switches, standing reserve, and stockpiling for its own sake.
Because of this behavior of man, the attitude of unframing arises. It is as if nature is viewed as calculable
and orderable, is put in a box so that it can be better understood and controlled according to people’s
desires. When we unframe nature, we manipulate or control it, which might lead to negative impacts.
To better understand the difference between the essence of modern technology and pre-modern
technology, the concept of challenging forth, and the concept of unframing, read pages 6 to 11 of your
assigned reading.
1. Illustrate, through an example, how modern technology “challenges forth” and pre-modern
technology “brings forth”.
2. What does the term “standing reserve” mean? In the context of modern technology, can humans
be considered as standing reserve? Why or why not?
3. What was Heidegger’s view regarding the relationship between modern science and modern
technology? Does it fit with the common notion that technology is an application of science?
Why or why not?
By now you should have understood the concept of unframing how this orientation destines humans to
view nature as standing reserve which results to modern technology. Technology will become dangerous
if we let ourselves be consumed or controlled by it. This does not lie on the products of technology, but
by its essence itself. According to Heidegger, the danger lies “with the possibility that it could be denied
to him to enter into a more original revealing and hence to experience the call of a more primal truth”. If
we try to unframe technology, we block poesies; that is, we fail to appreciate the beauty of technology and
their development since we only see them according to how they are used and the linear progression of
their development.
To avoid this danger, however, it would be impractical to reject technology. Not using technology will not
enable us to see the truth that it reveals. It is important to realize that by understanding the essence of
technology, this opens the opportunity for a new way on how to view the world. When we reorient
ourselves, we will have a better relationship with technology.
To better understand the dangers of technology, read pages 12 to 17 of your assigned reading.
1. Heidegger asserted that the danger of technology lies within its essence itself. Give some
concrete examples on what Heidegger believed to be the dangers of technology.
2. In your own understanding, what are the particular dangers inherent in technology today?
3. How does your own concept of the dangers of technology compare with that of Heidegger’s?
Now that you have realized the dangers of technology and that we can do something about this, how can
we be free from these dangers? According to Heidegger, if the danger of technology lies in its essence,
the way out of these dangers is also through its essence. Since technology is a way of revealing,
Heidegger suggests that art is a way out unframing.
Why art? Remember that in unframing, we usually use calculative thinking, a way of thinking which
involves ordering and systematizing nature so one can better understand it. Calculative thinking avoids
unpredictability, which is what humans usually prefer or use. However, in art, we usually employ
meditative thinking, a way of thinking which allows nature to reveal itself to us without forcing it. Through
meditative thinking, one will think of the significance of technology more than its utility. This is when we
see the beauty of nature itself.
Heidegger concluded his work by saying that “questioning is the piety of thought.” Piety, according to
Heidegger, means obedience and submission. He said that through questioning, we gain understanding
of what we are in the greater scheme of things and what modern technology has brought us. Through
questioning, we build the way of knowing the truth of who we are in the world.
To better understand the relationship between art and technology and why questioning is very
important in avoiding the dangers of technology, read pages 12 to 17 of your assigned reading.
LEARNING ACTIVITY 5
1. How did Heidegger relate the term techne and art? Why is this relationship important to
understand?
2. How does Heidegger characterize art in his work? How does it differ from your concept of what
art is?
3. When Heidegger suggests that art is the way to avoid the dangers of technology, does he mean
that man should become artists? Why or why not?
SUMMARY
 Technology can be defined instrumentally (manufacturing and utilizing equipment, tools, and
machines, the things themselves, and the needs and ends these things serve) and
anthropologically (positing ends and procuring and utilizing the means to them). However,
Heidegger believed that though this must be correct, it does not necessarily mean it is true.
 Technology is a mode of revealing, for it is a way to reveal truth that is more meaningful than the
superficial or practical use of technology. According to Heidegger, technology is a poesy that
discloses the truth.
 For modern technology, the bringing forth may not be as harmonious, because the resources are
taken from nature forcibly and the demand of people are never-ending. Thus, revealing has no
end since everything is on-demand. Instead of working harmoniously with nature, we control it.
 It is through unframing that modern technology reveals. This leads to the dangers of technology.
 According to Heidegger, art is a way out unframing. Art leads us from calculative to meditative
thinking, and we will be able to see the beauty of technology.
REFERENCES
 Heidegger, M. (1977). The Question Concerning Technology. In The Question Concerning
Technology and Other Essays. (pp. 3-36). New York, NY: Harper and Row Publishers, Inc.
Retrieved from
https://simondon.ocular-witness.com/wp-content/uploads/2008/05/question_concerning_technolo
gy.pdf
 Quinto, Edward Jay M. and Neiva, Aileen D. (2019). Science, Technology, and Society. pp 62-80.
Quezon City: C&E Publishing.
REFERENCES
Module 6
HUMAN FLOURISHING IN PROGRESS AND DE-

DEVELOPMENT
We have learned from previous modules that science and technology progress and these continued
developments affects society. Many of these developments contribute to the flourishing of human lives,
while others may have a negative impact to humanity as what we have seen from the previous module.
In this module, we will look into the concept of progress and flourishing of human lives and
society as a whole, the common notions on how we view progress, and an alternative on how to view
human flourishing in the context of continued scientific and technological development. We will mainly
focus on Jason Hickel’s article entitled Forget ‘developing’ poor countries, it’s time to de-develop rich
countries published on September 23, 2015 in The Guardian to examine an alternative view on the
concept of growth and development.
MODULE LEARNING OBJECTIVES

1. describe the characteristics of human flourishing in the context of science and technology;
2. explain what de-development means; and differentiate traditional notions of progress and de-
development
RNING ACTIVITY 1
Reflection
Before continuing on this Module, let us try to reflect on the following questions to help us get ready
for this Module.
1. What, in your opinion, does it mean for a country or individual to be deemed “developed” or
“flourishing”?
2. What is your measure or standard for you to be able to determine if one is flourishing or
developing?
3. Why do you think other countries are developed while others are not?
4. For a long time, many developing countries such as the Philippines made to become more
developed. What hinders these countries in attaining the level of development of other
countries? Do you think we would be able to become a developed country?
5. Is being a developed country really important? Why or why not?
HUMAN FLOURISHING
What is human flourishing? Eastern and western conceptions regarding society and human
flourishing seem to differ: western civilization seemed to be more individualistic (exemplified by the
Aristotelian view of a good life) while eastern civilizations are more centered on the community (such as
the Chinese and Japanese emphasis on learning for the greater good). However, in the context of
globalization, this apparent difference in perspectives seems to disappear. However, it is important to
note that human flourishing is still given focus.
According to Bandarlipe, et al. (2019), the following are some characteristics of human
flourishing:
1. All humans aim to flourish.
2. Human flourishing involves putting into action one’s capacities, capabilities, and virtues.
3. Human flourishing depends on free will.
4. Human flourishing is sustained over time.
5. Human flourishing involves doing well in broad domains of human life.
Humans have attained certain progresses that we lack before. Mortality rates are lowered due to
less death due to diseases and childbirth. Life spans have increased because of better medical care and
health conditions. Literacy rates also increased through better access to education and more alternatives
or modes of learning. Productivity has also increased, though differing in levels in many countries, which
increased food supply and income of families.
However, determining the ways on how to attain a flourishing human life is not an easy endeavor,
especially in the context of science and technology. Though, as from previous lessons, we have learned
that science and technology are instrumental in human flourishing, some may say that overdependence
to the point in deifying science may pose a threat to human flourishing.
To learn more about this threat of science to human flourishing, watch the documentary film The
Magician's Twin: C.S. Lewis and the Case against Scientism (https://www.youtube.com/watch?
v=FPeyJvXU68k ). ING ACTIVITY 2
Video Analysis
After watching the documentary and reflecting on its connection to human flourishing, write a 300
-500-word analysis of the documentary by answer the following questions:
1. What is scientism? Why was Lewis against it?
2. Science was compared science to magic in three ways: as religion, as credulity, and as power.
Explain his comparison for each case.
3. Based on what you have learned in the documentary film, what is the presented principle of
modernity and its values in the magician’s twin?
4. How does scientism threaten the human person thriving in science and technology? Why should
science adhere to a moral basis that is not dictated by science itself?
Your work will be graded using the following criteria:

4 3 2 1
understanding of the understanding of understanding of the subject.
subject and work can the subject. the subject.
be used as an
example for others.
Originality and Work is original and Work is original Work is somewhat Work is unoriginal
Completeness all questions were and some original and some and most
answered properly. questions were questions were questions were
answered answered not answered
properly. properly. properly.
developed.
and Grammar organized with no organized with degree of unorganized and
spelling and few spelling and organization with contains many
errors. errors.
passed earlier than was passed on was passed the was passed more
the deadline given. the deadline day after the than a day after
given. deadline given. the deadline
given.
THE CONCEPT OF DE-DEVELOPMENT

After watching the video, one could legitimately question whether humans are really flourishing in
the present time. Jason Hickel, an anthropologist at the London School of Economics, also questioned
this in the context of economics. Recent reports show that the gap between developed and developing
countries continues to widen. There is also an unclear way on how to measure these gaps. Many
solutions have been put forward to attain this and to really determine whether we are flourishing. Jason
Hickel proposed a solution that is different from what is usually thought of. In his article Forget
‘developing’ poor countries, it’s time to de-develop rich countries, he looked into poverty and how current
measures in eradicating this global problem fails and instead the gap between rich and poor countries are
continuing to widen. He questions the need for continuing growth and how this growth negatively affects
countries. He also introduced the concept of de-development as a way of bridging the gap between
countries of different levels of development.
To learn more about his ideas regarding human flourishing and de-development, read the article
using this link: https://www.theguardian.com/global-development-professionals-network/2015/sep/23/
developing-poor-countries-de-develop-rich-countries-sdgs.
LEARNING ACTIVITY 3
Reaction Paper
After reading the article, write a 300 – 500-word reaction paper regarding Hickel’s article. In your
paper, make sure that you answer the following questions:
1. What does “de-development” mean? How is it different from the traditional notions of progress?
2. How do you feel about the term “de-development”? Do you feel that it is counterintuitive for the
concept of human flourishing and progress?
3. Why must we alter our standard of development and consumption to that of “de-development”?
4. What is the centrality of human flourishing to science and innovation?
5. Do you agree on his views regarding progress and development and how to measure them?
Why or why not?
4 3 2 1
and work can be reflection. reflection.
used as an example
for others.
Originality and Work is original and Work is original Work is Work is unoriginal
Completeness all questions were and some somewhat original and most
answered properly. questions were and some questions were
answered questions were not answered
properly. answered properly.
properly.
developed.
errors. errors.
passed earlier than was passed on was passed the was passed more
the deadline given. the deadline day after the than a day after
given. deadline given. the deadline
given.
he following learning points summarize what you have learned in this section:
 Different cultures have different views on human flourishing. Nevertheless, human flourishing
has certain characteristics such as the involvement of practice, sustainment across time, and
being involved in different domains of life.
 Science and technology have certain roles to play in human flourishing. However, letting science
be corrupted may lead to negative impacts with respect to human flourishing.
 Jason Hickel claimed more growth or shifting growth from developed to developing nations are
inadequate strategies to finally end the problem of poverty. He asserted we have continually
gone past our capacity to generate supply of renewable resources and to absorb surplus.
Developed countries are also over-consuming.
 Hickel said that instead of poor countries catching up to grow as much as rich countries, rich
countries could consider reaching more appropriate levels of development. Living long and
happy lives, despite low incomes, could be the target or goal instead of increasing growth. This
means that though countries might have high incomes, this does not equate to a long lives,
literate citizens, and generally happy lives.
 He asserted that countries may consider de-development, a shift of focus from economic growth
to life expectancy and happiness. The idea is for people to aim for having a better value of life
instead of acquiring and producing more: quality over quantity. Though many believe that
material gain is not overly necessary to achieve over-all happiness and many question the current
way of thinking about progress, it is difficult to “sell” the concept of de-development because of
the connotations of the language used by those who promote it, terms such as de-growth, zero
growth, de-development, which implies a backwards way of living. However, the goal is actually
becoming appropriately developed.
 According to Hickel, solutions to achieving this goal include banning advertising, a shorter
working week, and a basic income. Hickel warned us that if we insist of too much growth, the
environment will stop us from growing, and that we will up on poverty, something that we aimed
to escape from.
 Bandarlipe, M. C. B. et al. (2019). Science, Technology, and Society. Bulacan: IPM Publishing.
pp. 85 – 87.
 Hickel, J. (2015, September 23) Forget ‘developing’ rich countries, it’s time to ‘de-develop’ rich
countries. The Guardian. Retrieved from https://www.theguardian.com/global-development-
professionals-network/2015/sep/23/developing-poor-countries-de-develop-rich-countries-sdgs
 Lewis, C. (2012, November 18). The Magician's Twin: C.S. Lewis and the Case against
Scientism. [Video file]. Retrieved from https://www.youtube.com/watch?v=FPeyJvXU68k
 Quinto, Edward Jay M. and Neiva, Aileen D. (2019). Science, Technology, and Society. pp. 81 –
94. Quezon City: C&E Publishing.
 Serafica, J., et al. (2018) Science, technology and society. Quezon City: Rex Bookstore. pp. 50 –
60.
Module 7
THE GOOD LIFE

One of the oldest philosophical questions is, “What is the good life?” It may be stated in different ways,
like: “How should I live?”; “Am I living well?”; and “Do I have a good life?”, but these actually mean the
same question. At any rate, everyone wants to live well, everyone is in pursuit of a good life, and no
person wants a bad life.
These questions are not as simple as they sound. The definition of good life may vary and is expressed in
diverse ways for different people and different circumstances. For this module, we will be concerned with
the philosophy of Aristotle, using his work Nicomachean Ethics, in explaining what a good life is.

1. Discuss Aristotle’s concept of a Good Life
2. Examine shared concerns that make up the good life in order to come up with innovative, creative
solutions to contemporary issues guided by ethical standards
Diagnostics
Before continuing on this Module, let us have a short diagnostic test to determine your beliefs
regarding life, happiness, and how to achieve a good life. Choose which statements below you agree on.
1. Only humans can be truly happy.
2. Goodness is something that one is born with.
3. A good life and a happy life are one and the same.
4. Complete and true happiness can never be attained.
5. To achieve a good life, one should strive to attain happiness.
6. To have a good life, one should always live a life of moderation.
7. Science and technology play an important role in the attainment of a good life.
8. Attaining honor, fame, wealth, and power are important aspects of having a good life.
ARISTOTLE AND HIS PHILOSOPHY
Aristotle, who lived from 384 to 322 BC, is probably the most important ancient Greek philosopher
and scientist. He was a student of Plato, who was then a student of Socrates. Together, they were
considered the 'Big Three of Greek Philosophy.' Aristotle was the teacher of Alexander the Great.
Aristotle’s background in biological subjects made him more of an empiricist (truth discovered
primarily by the senses) as compared to the mathematician Plato’s rationalism (truth discovered primarily
by reason.) Aristotle attended Plato’s academy but founded his own school, the Lyceum, later in his life.
Aristotle wrote on an amazing range of topics including logic, metaphysics, physics,

epistemology, astronomy, meteorology, biology, psychology, ethics, politics, law, and poetics.
We can say that Aristotle influenced more subjects for a longer period of time than any thinker in
the history. His scientific ideas were orthodoxy for 2000 years, his logic is still used, and his influence in
many areas of philosophy is still felt. His thought in multiple fields was considered definitive for millennia,
and his work in ethics and politics is still widely influential today. He is one of the greatest thinkers in the
history of western philosophy.
To learn more about Aristotle and his different views, watch this YouTube video through this link
(https://www.youtube.com/watch?v=csIW4W_DYX4). This will also introduce you to his philosophy of
what constitutes a good life. Taking down of notes is encouraged. LEARNING ACTIVITY 2
Video Clip Viewing
Now that you have an introduction of who Aristotle is and his views, we may start to answer and
reflect on the question of whether we are living a good life or not. However, according to Quinto, et al.
(2019), to answer this, we should first reflect on two questions: “what standard could be used to define the
good life?” and “how can the standard serve as a guide toward living the good life in the midst of scientific
progress and technological advancement?” To gain insight for the answers to the questions given above,
you may watch this YouTube video in this link (https://www.youtube.com/watch?v=FPeyJvXU68k). Write
your insights on these two questions.
In the video, it is said that “science must be guided by some ethical basis that is not dictated by science
itself.” The work of Aristotle entitled Nicomachean Ethics may be one of these ethical bases.
Aristotle’s work contains two works that mainly concern ethics: the Nicomachean Ethics (which
may refer to one of his sons named Nicomachus) and the Audenian Ethics (which may refer to one of his
friends, Eudemus of Rhodes). Some of the Books in the Eudemian Ethics are identical to that of
the Nicomachean Ethics, and it was thought Eudemian Ethics was written first before Nicomachean
Ethics. Nicomachean Ethics, however, is the more popular of these two Aristotelian works.
The Nichomachean Ethics (abbreviated as NE or sometimes EN), is a work that deals with “the
nature of moral life and human happiness based on the unique essence of human nature”. It is concerned
with the "end of the things we pursue in our actions," what he calls the "best good" for a human being
(NE I.2.1094a).
This work containing ten books were originally lecture notes that he taught at the Lyceum. The
outline of the said book is as follows:
NE I.1095a-I.1096a. The best good

NE I.1097b-I.1098a. The argument from function
NE I.1102a-II.1109b. Virtue and the soul
NE III.1109b-1115a. Necessary conditions for virtue
NE III.1115a-IV.1128b. Virtues of character
NE V.1129a-1138b. Justice
NE VI.1138b-1145a. Virtues of thought
NE VII.1145a-1154b. Continence, pleasure
NE VIII.1155a-IX.1172a. Friendship
NE X.1172a-1181b. Pleasure, happiness, legislation
To read Aristotle’s Nicomachean Ethics, you may open this link:

http://classics.mit.edu/Aristotle/nicomachaen.html. In the course of this module, you will be repeatedly
referred to this text.
Everyone has their own concept of what characterizes what “good” is. Ancient Greeks believed
that good can be intrinsic (something which is valued for themselves and not for something else) and
instrumental (something which is valued for something else and not for themselves). In the Nicomachean
Ethics, Aristotle discussed his concept of what good is, what a good life is, and how to attain it. This
concept of eudaimonia (from the Greek EU meaning good and daimon meaning spirit), which can be
translated as the good life, is the subject of Book 1 of Aristotle’s Nicomachean Ethics.
To understand the concept of eudaimonia in Aristotle’s work, please read Book 1 of

Nicomachean Ethics. In reading the said book, take note of the following:
a. What good means
b. What happiness means
c. What a good person is
d. What a good life is
e. The difference between humans and other living things
Reflection
After reading Book 1 and taking note of what is asked above, reflect on the following questions:
1. For Aristotle, what is the ultimate purpose of human existence?
2. Explain this statement: Only humans can attain happiness because their soul has a rational
element.
3. Does your idea of good, happiness, a good person, and a good life the same as Aristotle’s idea of
these? Why or why noticing EUDAIMONIA
Now that you have learned the concept of what a good life is, we should now consider how to
attain it. Aristotle argued that the way to bridge the gap between knowledge of the good life and actually
living it was through the development of a good moral character and this entails developing good habits.
A good habit allows us to perform certain actions without effort.
Aristotle calls good habits virtues or excellences. Humans have both excellences of intellect

(theoretical and practical reason), a.k.a. intellectual virtue or virtue of thought, and excellences of
character, a.k.a moral virtue or virtue of character.
To understand the concept of virtues and excellences, please read Book 2 of Nicomachean
Ethics. In reading the said book, take note of the following:
a. What virtue and vice means?
b. The types of virtues and their characteristics
c. How one can live a life of virtue
LEARNING ACTIVITY 4
Reflection
After reading Book 2 and taking note of what is asked above, reflect on the following questions:
1. Is there such a thing as a naturally virtuous person? Why or why not?
2. Why does Aristotle say that knowing what one is doing is insufficient for moral virtue?
3. Why does Aristotle say that virtue is a mean or intermediate?
4. What practical advice did you learn from Aristotle on how to live a virtuous life?
LEARNING ACTIVITY 5
Reflection
Now that you have learned what a good life is and how to achieve it, we can now ask now relate how
these ideas relate to the progress and science and technology. To do so, reflect on the following
questions:
1. How is moving towards a good life the same as moving towards progress in science and
technology?
2. Does science and technology advancement always lead to a good life? Why or why not? Cite
examples to illustrate your point.
All of your reflection tasks will use the following criteria for grading:
4 3 2 1
as an example for
others.
imagination.
developed.
errors. errors.
given.
LEARNING ACTIVITY 5
Essay
Write a one-page paper on your own philosophy of what is a good life and how to achieve it. The
criteria for grading your paper is as follows:
Content – 30 %
Presentation – 30 %
Organization – 30 %
Grammar – 10%
Total 100%
SUMMARY
 According to Aristotle, every act is aimed at the good and thus the good may be expressed in
different ways. However, the good life is a different thing. He said that the attainment of the
ultimate good is what constitutes the good life.
 Eudaimonia means the good life, which is marked by happiness and excellence. It is a flourishing
life filled with meaningful endeavors that empower the human person to be the best version of
himself/herself.
 According to Aristotle, man’s “form” comprises a soul, which has a plant-like part, an animal part,
and a rational part.
 Man can only achieve happiness by using all his abilities and capabilities or living a life of virtue.
 Virtue is the excellence of character that empowers one to do good and be good. Its opposite is
called vice.
 According to Aristotle, there are two types of virtue: intellectual and moral.
 Aristotle held that there are three forms of happiness. The first form of happiness is a life of
pleasure and enjoyment. The second form of happiness is a life as a free and responsible citizen.
The third form of happiness is a life as thinker and philosopher. Aristotle then emphasized that all
three criteria must be present at the same time for man to find happiness and fulfillment.
 Aristotle advocated the “Golden Mean.” The ethics of Aristotle contain echoes of Greek medicine:
only by exercising balance and temperance will I achieve a happy or “harmonious” life. He
rejected all forms of imbalance.
 Aristotle. Nicomachean Ethics. Bartlett, R. and Collins C. (Trans.). Chicago, IL: The University of
Chicago Press. Retrieved from: http://classics.mit.edu/Aristotle/nicomachaen.html
 Blackwell (2011). Contemplation contributes to Happiness most of all Ancient Greek Philosophy:
From the Presocratics to the Hellenistic Philosophers, Last modified on 06/25/2020 04:30:40.
Retrieved from: https://tomblackson.com/Ancient/chapter101.html
 Messerli, John. Aristotle on the Good Life. December 19, 2013. Retrieved from:
https://reasonandmeaning.com/2013/12/19/aristotle-on-the-good-and-meaningful-life/
 Messerli, John. Summary of Aristotle’s Theory of Human Nature. October 17, 2014. Retrieved
from: https://reasonandmeaning.com/2014/10/17/theories-of-human-nature-chapter-9-aristotle-
part-1/
 Quinto, Edward Jay M. and Neiva, Aileen D. (2019). Science, Technology, and Society. pp 95-
 United Nations Environment Programmed (2011). Towards a green economy: pathways to
sustainable development and poverty eradication. Retrieved from:
https://sustainabledevelopment.un.org/content/documents/126GER_synthesis_en.pdf
Module 8
WHEN TECHNOLOGY AND HUMANITY CROSS
Humans aiming for a good life should cautiously think while dealing with science and technology.
This Module discusses documents that are very important to ensure that human rights are being
protected and the well-being of the human person is being guaranteed in the advent of developments in
science and technology. This section focuses on S. Rome Mukherjee's article on human rights-based
approach to science, development, and technology, and the cited documents in the article that contain
their key principles.

1. Identify key documents and their principles that ensure the well-being of humans in the midst of
scientific progress and technological development
2. Examine human rights in order to uphold such rights in technological ethical dilemmas
Diagnostics
Before continuing on this Module, let us have a short diagnostic test to determine your beliefs regarding
human rights and science and technology. Choose the statements below that you agree on.
1.Rights upheld in the context of science and technology should be the same for every human
being.
2.To attain science and technological advancement, it is sometimes necessary to disregard human
rights.
3.It would be a violation of human rights if the scientific community does not include the public in its
decisions.
4.Human rights should be considered when making decisions and policies where science and
technology is concerned.
5.The foremost responsibility of the scientific community is to ensure that human rights are not
violated during scientific endeavors.
You cannot deny that most of the comfort you are experiencing wherever you are is because of
science and technology. At this moment, you can choose a comfortable way on reading this text maybe
through your phone or laptop or printed on a paper.
Indeed, scientific and technological advancement today is associated to having a good life,
however, it can be perilous in upholding human rights. Exponential technologies have truly amazing
potential for humanity, but we may squander it if we forget that the purpose of all technology should be to
promote human flourishing. Thus, it is important that in the developments in science and technology,
human rights should always be kept in mind. Such is the aim of a human rights-based approach to
science, technology, and development.
S. Rumi Mukherjee, a senior lecturer in Political Theory and the History of Religions at the Paris Institute
of Political Studies, explained this approach in his article Linking science and human rights: Facts and
figures. According to Mukherjee (2012), a human rights-based approach to science technology, and
development:
“Seeks to place a concern for human rights at the heart of how the international
community engages with urgent global challenges. The UN Development
Programmed characterizes this approach as one that ‘leads to better and more
sustainable outcomes by analyzing and addressing the inequalities, discriminatory
practices and unjust power relations which are often at the heart of development
problems. It puts the international human rights entitlements and claims of the people
(the 'right-holders) and the corresponding obligations of the state (the 'duty-bearer) in
the center of the national development debate, and it clarifies the purpose of capacity
development.’”
To learn more about the human rights-based approach to science and technology, its aims, and its
assertions, you can read Murkhejee’s article by visiting this link: https://www.scidev.net/global/human-
rights/feature/linking-science-and-human-rights-facts-and-figures.html#:~:text=A%20human%20rights
%2Dbased%20approach%20to%20science%2C%20technology%20and%20development,engages
%20with%20urgent%20global%20challenges.
Document Analysis
After reading the article, answer the following questions:

1. Why is it important to centralize human rights in science, technology, and development?
2. The article asserts that there is no universally accepted definition of a human-rights based
approach to science and technology. Why do you think so?
3. Not everyone agrees that in a human rights-based approach to science and technology. Why do
you think so?
4. Give at least two concrete examples on how a human-rights based approach to science and
technology lead to good policy-making and approach to development.
5. In your opinion, in the times of the COVID-19 pandemic, do you think a human-rights based
approach to science and technology is being implemented? Why or why not?
KEY DOCUMENTS AND THEIR PRINCIPLES THAT ENSURE THE WELL-BEING OF HUMANS
In his article, Mukherjee also identified some international statutes, declarations, and decrees to
ensure human rights are protected in the pursuit of science and technology development. Among these
are the following:
1. Universal Declaration of Human Rights (UDHR) - 1948. The United Nations General Assembly
proclaimed the UDHR as the standard of human rights on December 10, 1948. The UDHR tells
us that one’s worth is because of being human at that human dignity is an ultimate core value of
our existence.
2. UNESCO Recommendation on the Status of Scientific Researchers - 1979. The UNESCO
Recommendation on Science and Scientific Researchers sets the standards by which science
should operate and asserts that for science to progress, proper support should be given to it.
This also emphasizes the need to develop policies to ensure that developments are aimed
towards to betterment of society.
3. UNESCO Declaration on the Use of Scientific Knowledge -1999. This document touches on
several important issues that touches both humanity and science and technology.
Among other documents cited in his article include the following:
4. International Covenant on Economic, Social and Cultural Rights (1966)
5. Declaration on Social Progress and Development (1969)
6. Declaration on the Use of Scientific and Technological Progress in the Interest of Peace and for
the Benefit of Mankind (1975)
7. Universal Declaration on Bioethics and Human Rights (2005)
8. The Declaration of Dakar (2007)
9. The Cairo Declaration (2006)
The contents of the said documents and their implications, Mukherjee believed, should not be only
written on paper but practiced by the different nations that impose them. By applying a human rights-
based approach, the society will flourish as science and technology does.
LEARNING ACTIVITY 3
Document Analysis
After reading the article, answer the following questions:

1. Read the identified documents in the article and look for the articles that pertains specifically for
science, technology, and human rights. For the first three documents, the articles have been
identified for you. However, for other documents cited (documents 4 – 9), you will have to read
the content of the document to determine the particular section or article that science and
technology and human rights are concerned. You will be grouped in six and will be assigned the
document to read and will be shared to the class. In reading the documents, answer the
following:
a. What is the document all about?
b. What section or article of the document focuses on science, technology, and human rights?
c. How does the document ensure that human rights are being protected in the context of science
and technology?
2. What do you think are the challenges in implementing the contents of these documents? How
can we overcome these challenges?
Now that you have seen the importance of a human rights-based approach to science and technology, we
will look at specific issues that concerns the intersection between humanity and technology. This includes
issues between humanity and robots and humanity, gadgets, and the Internet.
Automation, increasing sophistication of computers, and robots may be threatening the usefulness of
humans and threatening human employment. The development of artificial intelligence may make robots
act or decide like humans. This possibility needs reflection regarding ethical considerations concerning
robots.
It is very difficult to actually define of what a robot is, and many people may disagree of what a robot
really is. Generally speaking, a robot is an “autonomous machine capable of sensing its environment,
carrying out computations to make decisions, and performing actions in the real world”. Autonomy in
robots may vary, from having some outside control to having virtually no external influence.
According to Dylan Evans in his article The ethical dilemma of robotics, some countries are drawing
ethical codes and legislation regarding human abuse to robots and vice versa. The development of
emotional robotics which allows robots to recognize human expressions of emotion and to engage in
behavior that humans readily perceive as emotional also contributes to the ethical dilemma regarding
robots and humans.
In his article, Evans outlined some of the problems that humanity may face as robotics flourishes.
To learn more about these issues, read the article The ethical dilemmas of robotics through the link
http://news.bbc.co.uk/2/hi/technology/6432307.stm
Reflection
After reading the article, reflect on the following questions:

1. What dilemmas are posed by robotics?
2. Using a human rights-based approach to science and technology, how can we solve these
problems or issues?
Almost every household contain television sets, mobile phones, and computers. There are
hundreds of millions of mobile phone subscription, millions of active Facebook accounts, and several
hours of mobile phone and computer interface. The Philippines has currently one of the highest digital
populations in the world and is the fastest-growing application market in Southeast Asia.
These devices are used as platforms for advertisements, propaganda, and advocacies for
communication, for information dissemination, as recreational activity and stress reliever, and as way to
bond with family members. Though there are uses, some argue that there are ethical dilemmas that
these advancements bring forth.
An interesting issue regarding this was written on the article Is Google making us stupid? by
Nicolas Car regarding the effect of the internet on how we think. To learn more about the issues
regarding the Internet, read the article Is Google making us stupid? through the link
https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/.
Reflection
After reading the article, reflect on the following questions:

1. What dilemmas are posed by technology?
2. Using a human rights-based approach to science and technology, how can we solve these
problems or issues?
3. Do you agree with the contents of Carr’s article? Why or why not?
4. What specific dilemma does Carr’s article present? How can we solve these problems?
All of your reflection tasks will use the following criteria for grading:
4 3 2 1
as an example for
others.
imagination.
developed.
errors. errors.
given.
SUMMARY
 Human rights are central to discussions on how science, technology, and development can
promote human well-being. Human rights are also rights to sustainability, serving to protect the
poor and vulnerable from the excesses of market-driven science and technology. Without a
human rights approach to science, technology, and development, the uneven distribution of
goods — from services and natural resources to intangible resources such as human dignity and
autonomy — would only grow exacerbated, resulting in further environmental degradation and,
above all, heightened vulnerability.
 In other words, human rights-based approaches should not be treated as merely decorative moral
dimensions to policy or scientific and technological innovation. They can form the very heart of
sustainable futures.
 For science and technology, the approach requires scientists to go beyond knowing how their
work relates to human rights, and demands that they strive to secure and affirm human rights
through the knowledge they produce.
 A human rights perspective also affirms that access to scientific information is a human right. This
implies that the benefits of scientific advancement should be shared openly, free from restrictions
by social groups, corporate entities or states. Above all, a rights-based approach to science
seeks to create the conditions for equitable participation
 There are certain issues on humanity on robotics. Issues on safety, blame, rights, and value of
humanity are just some of the issues that can one can identify. He said that some are concerned
regarding robots that can show and perceive emotion, which might make us feel more machine-
like. He questioned on whether imposing the right of humans to robots might decrease our own
specialness. He was also worried on the use of robots in the military.
 The internet and other gadgets also impose some issues on humanity. These include issues on
communication, behavioral influence, information, and effects on intelligence.
REFERENCES
 Carr, N. (2008, July). Is Google Making Us Stupid? What the Internet is doing to our brains. The
Atlantic. Retrieved from https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-
us-stupid/306868/
 Evans, D. (2007, March 9). The ethical dilemmas of robotics. BBC News. Retrieved from
http://news.bbc.co.uk/2/hi/technology/6432307.stm
 Leonard, Gerd (2016). TECHNOLOGY vs. HUMANITY: The coming clash between man and
machine. pp. 18-20. Fast Future Publishing Ltd 2016. Retrieved from:
https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=en+technology+and+humanity+cross&btnG=
 Mukherjee, S. R. (2012). Linking Science and Human Rights: Facts and Figures. SciDevNet.
Retrieved from https://www.scidev.net/global/human-rights/feature/linking-science-and-human-
rights-facts-and-figures.html#:~:text=A%20human%20rights%2Dbased%20approach%20to
%20science%2C%20technology%20and%20development,engages%20with%20urgent%20global
%20challenges.
 Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 111-
Module 9
WHY THE FUTURE DOES NOT NEED US
MODULE OVERVIEW
In this Module, we will look into dangers that could humanity could experience when science and
technology is unchecked by society’s standards. We will primarily draw from the views of Bill Joy, then
Chief Scientist at Sun Microsystems, as expressed in his article entitled Why the Future Does Not Need
Us? in the April 2000 issue of Wired magazine regarding new technologies and the issues that revolve
around them We hope that we could answer the question of the title of his article and articulate why he
thinks that the future does not need us.

1. Identify William Nelson Joy’s arguments as to why the future does not need us;
2. Evaluate contemporary human experience in order to strengthen and enlighten the human person
functioning in society
Before continuing on this Module, let us have an activity to determine your ideas regarding this
topic. Look at the pictures given to you and describe what you feel about them. Afterwards, answer the
questions that follow.
Figure 1https://img.huffingtonpost.com/asset/5bb37df92100002501c7d377.jpeg?ops=scalefit_720_noupscale
Figure 2http://www.themitquill.mitindia.edu/wp-content/uploads/2018/10/b2.jpg
Figure 3https://www.imdb.com/title/tt0343818/mediaviewer/rm323618304?ref_=tt_mv_prev
1. Is there a possibility for a future where humans will cease to exist and will be replaced by robots?
Why or why not?
2. Can you even call the earth “world” after human extinction?
3. Do you think technology can eventually take control of humanity?
4. Is there a possibility for a future where humans will cease to exist because of medical
breakthroughs that resulted to drg-resistant viruses?
5. Do you think that this occurrence might be prevented? If so, how?
WHY THE FUTURE DOES NOT NEED US
In his article Why the Future Does Not Need Us?, Joy expressed his concerns on the emergence
of new technologies, their consequences, and their possible dangers. He said that because of the
complexity of our systems and our attitude towards science and technology that these problems may
emerge. In particular, he was concerned with three 21 century technologies: genetic engineering,
st
nanotechnology, and robotics (GNR) (these technologies will be discussed in more detail as the course
progresses). He recognized the appeal of the developments of these new technologies and the promise
that they bring humanity.
However, though the advantages of these technologies are undeniable, the dangers they present
and issues that they raise is also very concerning and alarming. They raise moral or ethical issues, safety
concerns, and they might be used to destroy humanity.
He cited the work of Theodore Kaczynski, entitled Unabomber Manifesto, to illustrate the dangers
of these technologies. In his work, he said that there are two possibilities that could occur when intelligent
machines that can eliminate human effort in doing work: either we let these machines do decisions or we
retain control. Either way, the result would be the same: the ending of humanity and the loss of the
purpose of life.
He asserted that biological species will lose against competition with new technologies.
Gradually, but eventually, new technologies will take over. Though new technologies have already been
introduced before, such as nuclear, biological, and chemical technologies, GNR is much more worrying.
New technologies can offer new types of accidents and abuses that can be accessed by small groups.
He asserted that we have not learned the lessons of the past, citing the creation and use of the atomic
bomb and its consequences as an example. He was worried to we could be in the same path, if not
worse. He warned of an impending arms race not against enemies that threaten our civilization bur
against our wants and desires.
Some solutions on these issues have been raised, such as leaving the planet and exploring other
possible places to inhabit or building shields to ward off dangerous technologies. However, he believed
that these solutions might create more moral problems in addition to being impractical and unrealistic in
the current time frame.
Though he said that seeking knowledge and pursuit of our dreams is good, if it will lead to
danger, we should think of restricting ourselves and reexamine our views. He referenced the Dalai
Lama’s principle that it is neither material things nor the gain of knowledge that will make us happy. He
remained hopeful that the discussion of these issues and our capacity to care will help us solve these
issues.
To better understand the arguments that Joy presented, read the article Why the Future Does
Not Need Us? through the link https://www.wired.com/2000/04/joy-2/.
However, some have shown some criticisms on Joy’s views. In the article entitled A Response to
Bill Joy and the Doom-and-Gloom Techno futurists by John Seely Brown and Paul Duguid, they argued
that although new technologies needed to be contemplated thoroughly, technology and social systems
shape each other and that social systems have the capacity to direct these new technologies. For
example, genetic engineering, once regarded to be unstoppable in its development, had some issues
because society has seen its potential threats. Nanotechnology, on the other hand, has not been even
been fully developed to pose any threat. Even robots, according to them, cannot make decisions the
same way that humans can in their present state. Developments and advances in robotics, they argued,
might not necessarily mean that they will lead to a state that is similar to humans. Society may be able to
plan ahead and respond to issues that new technologies pose.
They basically argued that the extension of ideas made by Joy regarding the possible events that
might happen because of these technologies is too great a leap. Before getting to a point of danger,
there will be actions that society will take to prevent arriving at these grim destinations.
To better understand these arguments, read the article A Response to Bill Joy and the Doom-and-Gloom
Techno futurists through the link
http://nook.cs.ucdavis.edu/~koehl/Teaching/ECS188/Reprints/Response_to_BillJoy.pdf.
Answer the following questions:

1. Explain the positive and negative impacts of GNR technologies. What moral or ethical issues and
safety concerns do they pose?
2. We know by now that any technology may be dangerous. However, Joy was much more worried
about GNR technologies compared to other technologies. What were the reasons for these great
concerns?
3. Explain how we will lose our humanity and purpose of life whether we retain control of decision-
making or give this capability to technology.
4. Do you believe in the opinions of Joy? Why or why not?
5. What solutions can you propose as to not reach what he predicts might happen?
6. Some people accuse of Joy of being a neo-Luddite, something which he denied in his article.
What is a neo-Luddite? Based from Joy’s article, do you think that he is a neo-Luddite? Why or
why not?
7. Complete the following metacognitive reading report:
a. What three concepts from the article will you never forget?
b. What three realizations did you have after reading the article? State your answer in the following
manner: Before reading the article, I thought… However, after reading, I can now say that I
learned…
c. What three things are still unclear to you after reading the article?

SUMMARY
 Bill Joy, the author of the article “Why the Future Doesn’t Need Us?”, discussed about how
advance technology could affect the human race. His views about the rapid progress of
technology, specifically GNR technologies, embody a negative relation between humanity and
technologies.
 Critics of Joy believed that Joy showed only one part of the bigger picture. In this case it is
preeminently necessary that the scientific community, governments, and businesses engage in a
discussion to determine the safe guards of humans against the potential dangers of science and
technology.
REFERENCES
 Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 123-
 Brown, J. S. and Duguid P. (2001). A Response to Bill Joy and the Doom-and-Gloom Techno
futurist. Retrieved from
http://nook.cs.ucdavis.edu/~koehl/Teaching/ECS188/Reprints/Response_to_BillJoy.pdf
 Joy, W. (2000, April 1) Why the Future Doesn’t Need Us. Wired. Retrieved from
https://www.wired.com/2000/04/joy-2/

Understanding STS

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Understanding STS

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Module 1

INTRODUCTION TO SCIENCE, TECHNOLOGY, AND

At the end of this Module, you should be able to:

The Nature of Science

It is important to understand the nature of science because it is a critical component of scientific

The World is Understandable

Science Explains and Predicts

Scientists strive to make sense of observations of phenomena by constructing explanations that

Science Demands Evidence

The validity of scientific claims is settled by referring to observations of phenomena. Hence,

Scientific Ideas are Open to Change

Science is a Complex Social Activity

Science Cannot Provide Complete Answers to All Questions

Relationship between Science, Technology, and Society

Metacognitive reading report

HISTORICAL ROOTS OF STS AS AN ACADEMIC FIELD

Your work will be assessed using the following criteria:

At the end of this Module, you should be able to:

Your work will be assessed using the following criteria:

INVENTIONS BY FILIPINO SCIENTISTS

Drawing / Model-making Activity

INTELLECTUAL REVOLUTIONS AND SOCIETY

At the end of this Module, you should be able to:

WHAT IS AN INTELLECTUAL REVOLUTION?

Figure 3.2. Comparison of the Geocentric and Heliocentric Theories

Figure 3.4. Adaptation of the beak of Darwin’s Finches (https://prezi.com/p/ped420lwyuyj/darwinian-

Figure 3.6. Freud compared the mind to an iceberg. (https://www.simplypsychology.org/Sigmund-

Figure 3.7. The Three Parts Psyche.

Metacognitive reading report

Group 1: The Copernican Revolution by Kuhn

a. What was the article all about?

Your work will be assessed using the following criteria:

HUMAN FLOURISHING IN PROGRESS AND DE-

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to:

v=FPeyJvXU68k ). ING ACTIVITY 2

Your work will be graded using the following criteria:

THE CONCEPT OF DE-DEVELOPMENT

THE GOOD LIFE

At the end of this Module, you should be able to:

Aristotle wrote on an amazing range of topics including logic, metaphysics, physics,

what constitutes a good life. Taking down of notes is encouraged. LEARNING ACTIVITY 2

Video Clip Viewing

NE I.1095a-I.1096a. The best good

To read Aristotle’s Nicomachean Ethics, you may open this link:

To understand the concept of eudaimonia in Aristotle’s work, please read Book 1 of

Aristotle calls good habits virtues or excellences. Humans have both excellences of intellect

At the end of this Module, you should be able to:

After reading the article, answer the following questions:

After reading the article, answer the following questions:

After reading the article, reflect on the following questions:

After reading the article, reflect on the following questions:

At the end of this Module, you should be able to:

WHY THE FUTURE DOES NOT NEED US

Answer the following questions:

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