MODULE 2: SCIENCE, TECHNOLOGY AND

SOCIETY AND THE HUMAN CONDITION

Objectives:
At the end of this lesson, you shall have:

1. evaluated the importance of technology

2. explained the concept of human condition before science technology
3. differentiated the way of life during pre historic times and at present
4. determined the steps in the scientific method and validity of science
5.explained the idea of the good life
6. examined contemporary issues and come up with innovative and creative solutions to
contemporary issues guided by ethical standards leading to a good life
7. identified key documents and their principles that ensure the well-being of humans in the midst
of scientific progress and technological development
8. discussed the importance of upholding human rights in science, technology, and development
9. evaluated William Nelson Joy’s arguments as to why the future does not need us
10. illustrated the advantage and disadvantages of technology to human race

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 Lesson 1: Technology as a Way of Revealing

THE HUMAN CONDITION BEFORE COMMON ERA

 Our early ancestors ‘primal need to survive paved way for the invention of several
developments.

 Homo erectus have been using fire to cook, through chipping one flint over the other to
produce a spark, all the while without realizing the laws of friction and heat.

 Tools from stone and flints

marked the era of Stone Age,
during the advent of our very
own Homo sapiens, and

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 humans began to sharpen stones as one would a knife; an example of this is the simple
machine called wedge.
 There is little to no written accounts except for several cave drawings and unearthed
artifacts from various parts of the world that narrate how their culture came to be.
 Soon enough, people discovered minerals and began forging metalwork. They realized
that these substances are more durable, malleable, and have more luster than the previous
material.
 Fur clothing and animal skin are primarily used for comfort against harsh winds – our
ancestors are able to draw connection between their being naked and vulnerable due to
some lack of fur or protective covering which would otherwise allow them to withstand
extreme weather conditions. They begin to cover themselves up out of necessity, and
gradually, added several more to their garments.
 Some of those found at excavation sites are reminiscent of early accessories, suggesting
that our ancestors have been deeply engaged in the concept of beauty.
 Excavations on the latter half of the Stone
Age include several figures thought to be
ceremonial, meaning, that perhaps people of
the time had also painstakingly wrought and
hewed said figures in honor of some deity.
 The initial roster of primitive gods includes
objects they encounter through their day-to-
day lives, so it is not surprising that different
tribes may have different gods.
 Those who might have lived alongside
majestic creatures, such as elephants and
mammoths, might have been awed by their
size and worshipped them as owner of the land, asking for blessings in their hunting
ground. On the contrary, they might have hunted the mammoths for their wooly coat and
meat, taking down the animal for the community to eat.
 It can be positively inferred that like the people of today, our ancestors also found the
need to explain things in a way that makes sense to them.
 The people of yesterday appeared to have acknowledged early on that they could only do
and understand as much, that perhaps other powers at play also existed alongside them.
This notion effectively humbled and perhaps grounded them, with their constant
befuddlement serving as an early reminder that they were way behind several larger,
more powerful forces in nature in terms of order of things.
THE HUMAN CONDITION IN THE COMMON ERA
 Earliest case of man-made extinction occurred over 12,000 years ago, possibly brought
upon by hunting and territorial
disputes.
 The Holocene extinction, also called
the sixth extinction or more aptly

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 Anthropocene extinction, occurred from as early as between 100,000 to 200,000 years up
to the present. It pertains to the ongoing extinction of several species – both flora and
fauna – due to
human activity.
 Formation of
communities
caused humans to
expand more in
territory and more
people to feed;
large, separate
communities
hailing from the
same ancestors and
residing in the
same large community paved way for civilizations. The people realized that they were in
constant need of resources. Albeit waging wars with other tribes seemed to be the early
solution, they were able to find out some 5,000 years ago that engaging in a peaceful
negotiation was also a possible and less bloody method. They realized that they could get
hold of things not present in their towns by offering something of some value present in
theirs. It is in this process that trade emerged, leading to cross-town and eventually cross-
cultural interaction as more products were exchanged and initial needs extended to wants.

 People then had a new objective –

gather as much products as possible.
They have turned to wealth as one
of their goals as humans and
ultimately as civilizations, for they
perceived that those who have
many, live comfortably and thus are
generally happier than those who do
not have sufficient wealth. Thus,
they began to hunt, farm, and
produce things with prospect of
profit.
 Products of every kind were
exchanged, ranging from necessary ones such as crops, cattle, poultry, others of kind, and
clothing materials, up to metals, accessories, weapons, spices, literature, and
entertainment.
 When they could not sell products, they used their skills and got compensated for it –
bringing forth a specialized group of artisans. Humanity became more complex. The
primary goal was not merely to survive, but to live the good life.

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 Technology has been
instrumental in all of these
because in searching for the
good life, people were able to
come up with creations that
would make life easier, more
comfortable, and more
enriching.
 The good life before offered
us the initial intricacies of
how today came to be.
People perceive death as,
unpleasant and concocted
potions to ward evil off from their kinsmen,
often appealing to gods for blessings.
Medicine was thus born.
 They became fixated with gold and were
adamant in procuring more, trying to use
incantations with mixtures of substances to
turn lead into one. This ultimately paved the
way for the emergence of chemistry in its
primitive form, not quite distinct from alchemy. Due to differing races, belief, or
abundance of resources and/or territory, wars were always being waged, leading
communities to allocate resources to the militia.

Elemental copper
Gold Nuggets

Source: Photographed a the Roemer-

PelizaeusMueum, Hildesheim, Germany; and
Internet.

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 The early leaders were those who portrayed exceptional strength among their group – this
condition carried on for generations.
 Position-wise, the humans of today are much better off compared to humans several
centuries ago. Advancements in medicine, technology, health, and education ushered in
humanity’s best yet, and show no sign of stopping. Below are some notable comparisons
then and now:
1. Mortality rate- Due to technology,
lesser women and children die during
birth. Assuring robust population and
strong workforce. Medical care for
premature infants allows them to survive
and develop normally, while proper
maternal care ensures that mothers can
fully recover and remain empowered.
2. Average Lifespan- Aside
from the reason that people
engage less in combat and
are less likely to die in
treatable diseases now as
opposed to then, science is
able to prolong lives by
enhancing living status and
discovering different
remedies to most diseases.
Distribution of medicines is also made easier and faster.

3. Literacy Rate- Access to education

provided to more individuals generally
creates a more informed public that could
determine a more just society.

4. Gross Domestic Product- Although not an

indicator of an average person’s lifestyle in
a certain country, it is often used to
determine the value of the country’s goods
and services produced within the territory
given a certain time period. Higher country

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 income is brought upon by high productivity, often an indicator of presence of
technology.

Name:____________________________________ Score:___________________
Year &Section:_____________________________ Schedule:_______________

MODULE 2.Lesson 1.
ACTIVITY #1
Think about these questions…
1. What would have happened to humankind if technology did not exist?

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2. Try to imagine the world without technology. How do you think your day-to-day life would be
like? Do this by illustrating a scenario where a certain technological innovation does not exist.
Use extra A4 bond paper for your answer. Below are examples you could use:
a. Watch
b. Phone
c. Light bulbs
d. Cars
e. Printing press

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f. Electricity

Name:___________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________

MODULE 2.Lesson 1.
ACTIVITY #2
Compare the situation during pre historic times and at present in terms of:

Then Now
Education

Health/Medicine

Farming

Burial Ceremony

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 Wedding Ceremony

Rubric for Activity #1

CATEGORY 10 8 6 4 Score
Grammar & Author makes no Author makes 1-2 Author makes 3-4 Author makes more  
Spelling errors in grammar errors in grammar or errors in grammar or than 4 errors in
or spelling that spelling that distract spelling that distract grammar or spelling that
distract the reader the reader from the the reader from the distract the reader from
from the content. content. content. the content.
Words/ideas All words/ ideas One word/ideas is not Two words/ideas are Three words/ideas are  
are related to related to personality not related to not related to
personality personality personality

Content Substantial, Sufficiently developed Limited content with Superficial and/or

specific, and/or content with adequate in adequate minimal content.
illustrative content elaboration or elaboration or
demonstrating explanation. explanation.
strong development
and sophisticated
ideas.

Rubrics for Activity #2

10
CATEGORY Above Standards
Purpose and Supporting It compares and contrasts
Details items clearly. The paper
points to specific
examples to illustrate the
comparison. The paper
includes only the
information relevant to
the comparison.
Organization and The paper breaks the
Structure information into whole-to
whole, similarities to-
differences, or point-by-
point structure. It follows
a consistent order when
discussing the
comparison.
Transitions The paper moves
smoothly from one idea to
the next. The paper uses
comparison and contrast
8 6 4
Meets Standards Approaching Standards Below Standards
It compares and It compares and contrasts items It compares or contrasts,
contrasts items clearly, clearly, but the supporting but does not include
but the supporting information is incomplete. The both. There is no
information is general. paper may include information supporting information
The paper includes only that is not relevant to the or support is
the information relevant comparison. incomplete.
to the comparison.
The paper breaks the The paper breaks the information Many details are not in a
information into whole- into whole-to-whole, similarities- logical or expected
to whole, similarities to- to differences, or point-by-point order. There is little
differences, or point-by- structure, but some information is sense that the writing is
point structure but does in the wrong section. Some details organized.
not follow a consistent are not in a logical or expected
order when discussing order, and this distracts the reader.
the comparison.
The paper moves from Some transitions work well; but The transitions between
one idea to the next, but connections between other ideas ideas are unclear or
there is little variety. are fuzzy. nonexistent
The paper uses

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 transition words to show
relationships between
ideas. The paper uses a
variety of sentence
structures and transitions.
comparison and contrast
transition words to show
relationships between
ideas.

Lesson 2: Human Flourishing

SCIENCE, TECHNOLOGY, AND HUMAN FLOURISHING

In the previous chapters, contributions of science and technology have been laid down
thoroughly. Every discovery, innovation, and success contributes to our pool of human
knowledge. Perhaps one of the most prevalent themes is human’s perpetual need to locate
himself in the world by finding proofs to trace evolution. The business of uncovering the secrets
of the universe answers the questions of our existence and provides us something to look forward
to. Having a particular role, which is uniquely ours, elicits our idea of self-importance. It is in
this regard that human flourishing is deeply intertwined with goal setting relevant to science and
technology. In this case, the latter is relevant as a tool in achieving the former. Suffice to say that
the end of both science and technology and human flourishing are related, in that the good is
inherently related to the truth. The following are two concepts about science which ventures its
claim on truth.
SCIENCE AS METHODS AND RESULTS
For the most part, science’s reputation stems from the objectivity brought
upon by an arbitrary, rigid methodology whose very character absolves it from
any accusation of prejudice. Such infamy effectively raised science in a
pedestal untouchable by other institutions – its sole claim to reason and
empiricism – garnering supporters who want to defend it and its ways.
In school, the scientific method is introduced in the earlier part of discussions. Even
though the number of steps varies, it presents a general idea on how to do science:
Observe and determine if there are unexplained occurrences unfolding.
Determine the problem and identify factors involved.
Through past knowledge of similar instance, formulate hypothesis that could explain the said
phenomenon. Ideally, the goal is to reject the null hypothesis and accept the alternative

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hypothesis for the study “to count as significant” (can also be separated into additional steps such
as “to generate prediction” or “to infer from past experiments”)
Conduct experiment by setting up dependent and independent variables, and trying to see
how independent ones affect dependent ones.
Gather and analyze results throughout and upon culmination of the experiment. Examine if
the data gathered are significant enough to conclude results.
Formulate conclusion and provide recommendation in case you would want to broaden the
study.
VERIFICATION THEORY
The earliest criterion that distinguishes philosophy and science is verification
theory. The idea proposes that a discipline is science if it can be confirmed or
interpreted in the event of an alternative hypothesis being accepted. In that regard,
said theory gives premium to empiricism and only takes into account those results
which are measurable and experiments which are repeatable. This was espoused by a movement
in the early twentieth century called the Vienna Circle, a group of scholars who believed that
only those which can be observed should be regarded as meaningful and reject those which
cannot be directly accessed as meaningless. Initially, this proved to be attractive due to general
consensus from people, which happened to see for themselves how the experiment occurred,
solidifying its validity and garnering supporters from esteemed figures. Its shortcomings,
however, proved to be a somewhat too risky – several budding theories that lack empirical
results might be shot down prematurely, causing slower innovation and punishing ingenuity of
newer, novel thoughts. Celebrated discoveries in physics, for instance, are initially theorized
without proper acknowledgement of their being. Einstein’s theory on the existence of
gravitational waves would. Following this thought, be dismissed due to lack of evidence almost a
hundred years ago. Quantum mechanics would not have prospered if the scientific society during
the time of Edwin Schrodinger did not entertain his outrageous thought that the cat in the box is
both dead and alive, which can only be determined once you look in the box yourself.
Aside from above critique, this theory completely fails to weed out bogus arguments that
explain things coincidentally. A classic example is astrology, whose followers are able to employ
the verification method in ascertaining its reliability. The idea is that since one already has some
sort of expectations on what to find, they will interpret events in line with said expectations.
American philosopher Thomas Kuhn warned us against bridging the gap between evidence and
theory by attempting to interpret the former according to our own biases, that is, whether or not
we subscribe to the theory.
FALSIFICATION THEORY
Perhaps the current prevalent methodology in science, falsification theory asserts
that as long as ideology is not proven to be false and can best explain a phenomenon
over alternative theories, we should accept the said ideology. Due to its hospitable
character, the shift to this theory allowed emergence of theories otherwise rejected by

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verification theory. It does not promote ultimate adoption of one theory but instead encourages
research in order to determine which among the theories can stand the test of falsification. The
strongest one is that which is able to remain upheld amidst various tests, while being able to
make particularly risky predictions about the world. Karl Popper is the known proponent of this
view. He was notorious for stating that up-and-coming theories of the time, such as Marx’s
Theory of Social History and Sigmund Freud’s psychoanalysis, are not testable and thus not
falsifiable, and subsequently questioning their status as scientific. Albeit majority of scientists
nowadays are more inclined to be Popperian in their beliefs, this theory, similar to the theory
above, presents certain dangers by interpreting otherwise independent evidence in the light of
their pet theory.
SCIENCE AS SOCIAL ENDEAVOR
Due to the inclusiveness of the methodologies previously cited, a new school of
thought on the proper demarcation criterion of science emerged. Several
philosophers such as Paul Thagard, ImreLakatos, Helen Longino, David Bloor,
and Richard Rorty, among others, presented an alternative demarcation that explores the social
dimension of science and effectively, technology. Science ceases to belong solely to gown-
wearing, bespectacled scientists at laboratories. The new view perpetuates a dimension which
generally benefits the society. For instance, far-off places in South America where many of the
tribes remain uncontacted, do not regard western science as their science. Whatever their science
is, it can be ascertained that it is in no way inferior to that of globalized peoples’ science. Thus, it
presents an alternative notion that goes beyond the boundaries of cold, hard facts of science and
instead projects it in a different light, such as manifestation of shared experience forging
solidarity over communities.
SCIENCE AS RESULTS
For the most part, people who do not understand science are won over when the
discipline is able to produce results. Similar to when Jesus performed miracles and
garnered followers, people are sold over the capacity of science to do stuff they
cannot fully comprehend. In this particular argument, however, science is not the
only discipline which is able to produce results – religion, luck, and human randomness are some
of its contemporaries in the field. For some communities without access to science, they can turn
into divination and superstition and still get the same results. Science is not entirely foolproof,
such that it is correct 100% of the time. Weather reports, for one, illustrate feasibility and
limitations of their scope, as well as their inability to predict disasters. The best that can be done
during an upcoming disaster is to reinforce materials to be more calamity proof and restore the
area upon impact. It can then be concluded that science does not monopolize the claim for
definite results.
SCIENCE AS AN EDUCATION
Aforementioned discussion notes that there is no such thing as a singular
scientific method, offering instead a variety of procedures that scientists can
experiment with to get results and call them science. Discoveries in physics,

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specifically in quantum mechanics, appeared to have debunked the idea of objectivity in reality,
subscribing instead to alternative idea called intersubjectivity. With objectivity gone, it has lost
its number one credence. Nevertheless, there still exists a repressing concept that comes about as
a result of unjustified irreverence of science – our preference of science-inclined students over
those which are less adept. There are distinct portions in entrance exams in the secondary and
tertiary levels that are dedicated to science and mathematics. In the Philippines, a large
distribution of science high schools can be found all over the country, forging competition for
aspiring students to secure a slot and undergo rigorous science and mathematics training based
on specialized curricula.

Name:____________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________

MODULE 2.Lesson 2.
ACTIVITY #3
Think about these questions…
1. Is our reverence of science justified? Explain.

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2. Were we successful so far in trying to tie down technology with what we conceive as human
flourishing?
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3. What do you think constitutes human flourishing?
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Rubrics for Activity #3

CATEGORY 5 4 3  2  Score
Grammar & Author makes no Author makes 1-2 Author makes 3-4 Author makes  
Spelling errors in errors in grammar errors in grammar more than 4 errors
grammar or or spelling that or spelling that in grammar or
spelling that distract the reader distract the reader spelling that
distract the from the content. from the content. distract the reader
reader from the from the content.
content.
Sentence All sentences are Most sentences Most sentences Most sentences are  
Structure well-constructed are well- are well not well-
with varied constructed and constructed, but constructed or
structure. there is some there is no varied.
varied sentence variation is
structure in the structure.
essay.
Focus Sharp, distinct Apparent point No apparent point Minimal evidence
controlling point made about a but evidence of a of a topic
made about a single topic with specific task.
single topic with sufficient
evident awareness of task
awareness of
task.
Content Substantial, Sufficiently Limited content Superficial and/or
specific, and/or developed content with in adequate minimal content.
illustrative with adequate elaboration or
content elaboration or explanation.
demonstrating explanation.
strong
development and
sophisticated

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 ideas.
Style Precise, Generic use of a Limited word Minimal variety in
illustrative use of variety of words choice and control word choice and
a variety of and sentence of sentence minimal control of
words and structures that structures that sentence structures.
sentence may or may not inhibit voice and
structures to create writer’s tone.
create consistent voice and tone
writer’s voice appropriate to
and tone audience.
appropriate to
audience.

Name:____________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________

MODULE 2.Lesson 2.
Summative Assessment
Instruction: Analyze the statement first and write TRUE if the statement
is correct. If the statement is wrong, identify the word that makes it wrong
and write the correct answer. Write your answers before each number.
(Each item is equivalent to 2 points)

_______________ 1. The earliest criterion that distinguishes philosophy and science is

Falsification theory.

_________________2. Verification theory asserts that as long as ideology is not proven to be

false and can best explain a phenomenon over alternative theories, we should accept the said
ideology

_________________3. A movement in the early twentieth century called the Vienna

Triangle, isa group of scholars who believed that only those which can be observed should be
regarded as meaningful and reject those which cannot be directly accessed as meaningless.
___________________4. Conduct an experiment by setting up dependent and independent
variables, and try to see how independent ones affect dependent ones.
___________________5.Science is not entirely foolproof, such that it is correct 100% of the
time.

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___________________6. Through past knowledge of similar instance, formulate theoriesthat
could explain the said phenomenon.
___________________7. American philosopher Thomas Kuhn warned us against bridging the
gap between evidence and theory by attempting to interpret the former according to our own
biases, that is, whether or not we subscribe to the theory.
___________________8. Ideally, the goal is to accept the null hypothesisand accept the
alternative hypothesis for the study “to count as significant”.
___________________9. Conducting an experiment is the first step in scientific method.
__________________10. Discoveries in physics, specifically in modern physics, appeared to
have debunked the idea of objectivity in reality, subscribing instead to alternative idea called
intersubjectivity.

Lesson 3

NICOMACHEAN ETHICS AND MODERN CONCEPTS

Aristotle, an important ancient Greek philosopher whose work spans from natural
philosophy to logic and political theory, attempted to explain what the good is. His definition
may be useful in any pursuit of the truth. In Nicomachean Ethics, Aristotle stated:
All human activities aim at some good. Every art and
human inquiry, and similarly every action and pursuit, is thought
to aim at some good; and for this reason the good has been
rightly declared as that at which all things aim. (Nicomachean
Ethics 2:2).
Everyone is moving towards one’s studies, training for
sport, or taking a rest is a good. The good is expressed and
manifested in many various ways for different persons and
circumstances. The good life, however, is more than these
countless expressions of what is good. It is characterized by
happiness that springs from living and doing and doing well.
…both the many and the cultivated call it happinesss, and
suppose that living well and are the same as being happy (Nicomachean Ethics 1:4).

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 The ancient Greeks called this concept of “living well and doing well” as eudaimonia.
Theword came from the Greek word eu meaning “good” and daimon meaning “spirit”. Taken
together, it generally refers to 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 him/her.
Aristotle and How We All Aspire for a Good Life
 The first thinker who dabbed into the complex
problematization of the end goal of life: happiness.
 A student of Plato.
 Aristotle claimed that this world is all there is to it
and that this world is the only reality we can all
access.
 For his teacher, Plato, change is so perplexing that
it can only make sense if there are two realities: the
world of forms and the world of matter. Plato
recognized change as a process and a phenomenon
that happens in the world, that in fact, it is constant. However, Plato also claims that
despite the reality of change, things remain and they retain their ultimate “whatness”; that
you remain to be you despite of what physical flaw you have (e.g. a pimple on your
nose). Plato was convinced that reality is full of these seemingly contrasting
manifestations of change and permanence. For Plato, this can only be explained by
postulating two aspects of reality, two worlds if you wish: the world of forms and the
world of matter. In the
world of matter, things
are changing and
impermanent. In the
world of forms, the
entities are only copies
of the ideal and the
models, and the forms
are the only real
entities. Things are red
in this world because
they participate in what it means to be red in the world of forms.
 Aristotle, however, forwarded the idea that there is no reality over and above what the
senses can perceive. As such, it is only by observation of the external world that one can
truly understand what reality is all about. Change is a process that is inherent in things.
We, along with other entities in the world start as potentialities and move toward
actualities. The movement, of course, entails change.
 Aristotle claims that humans every human being moves according to some end. Every
action that emanates from a human person is a function of the purpose (telos) that the
person has. Every human, according to Aristotle, aspires for an end.

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  Aristotle claims that happiness is the be all and end all of everything that we do. We may
not realize it but the end goal of everything that we do is happiness.
Happiness as the Goal of a Good Life
 In the 18th century, John Stuart Mill declared the Greatest
Happiness Principle by saying that an action is right as
far as it maximizes the attainment of happiness for the
greatest number of people. Mill said that individual
happiness of each individual should be prioritized and
collectively dictates the kind of action that should be
endorsed.
 The ethical, is, of course, meant to lead us to the good
and happy life. Through the ages, man has constantly
struggled with the external world in order to reach human
flourishing. History has given birth to different schools of
thought, all of which aim for the good and happy life.

Schools of thought:
Materialism
The first materialists were the atomists in Ancient Greece.
Democritus and Leucippus led a school whose primary belief is
that the world is made up of and is controlled by the tiny
indivisible units in the world called atomos or seeds. For
Democritus and his disciples, the world, including human beings,
is made up of matter. There is no need to posit immaterial entities
as sources of purpose. Atomos simply comes together randomly to
form the things in the world. As such, only material entities
matter. In terms of human flourishing, matter is what makes us
attain happiness. We see this at work with most people who are
clinging on to material wealth as the primary source of the
meaning of their existence.
Hedonism
The hedonists, for their part, see the end goal of life in
acquiring pleasure. Pleasure has always been the priority of
hedonists. For them, life is about obtaining and indulging in
pleasure because life is limited. The mantra of this school of
thought is the famous “Eat, drink, and be merry for tomorrow we
die.” Led by Epicurus, this school of thought also does not buy
any notion of afterlife just like the materialists.

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Stoicism
Another school of thought led by Epicurus, the
stoics espoused the idea that to generate happiness, one
must learn to distance oneself and be apathetic. The
original term, apatheia, precisely means to be
indifferent. For the stoics, happiness can only be
attained by a careful practice of apathy. We should, in
this worldview, adopt the fact that some things are not
within our control. The sooner we realize this, the
happier we can become.
Theism
Most people find the meaning of their lives using God as
fulcrum of their existence. The Philippines, as a predominantly
Catholic country, witness how people base their life goals on
beliefs that hinged on some form of supernatural reality called
heaven. The ultimate basis of happiness for theists is the
communion with God. The world where we are in is only just a
temporary reality where we have to maneuver around while waiting for the ultimate return to the
hands of God.
Humanism
Humanism as another school of thought espouses
the freedom of man to carve his own destiny and to
legislate his own laws, free from the shackles of a God
that monitors and controls. For humanists, man is literally
the captain of his own ship. Inspired by the
enlightenment in the seventeenth century, humanists see
themselves not merely as steward of creation but as
individuals who are in control of themselves and the
world outside them. This is the spirit of scientists who
thought that the world is a place and space for freely
unearthing the world in seeking for ways on how to
improve the lives of its inhabitants.

As a result of the motivation

of the humanist current, scientists
eventually turned to technology in
order to ease the difficulty of life.

Page | 46
Scientists of today meanwhile are ready to confront more sophisticated attempts at altering the
world for the benefit of humanity. Some people now are willing to tamper with time and space in
the name of technology. Social media, as an example, has been so far a very effective way of
employing technology in purging time and space. Not very long ago, communication between
two people from two continents in the planet will involve months of waiting for a mail to arrive.
To see each other in real time while talking was virtually impossible. Now, communication
between two people wherever they are, is not just possible but easy. The Internet and smart
phones made real time communication possible not just between two people, but even with
multiple people simultaneously.
Technology allowed us to tinker with our sexuality. Biologically male individuals can
now undergo medical operation if they so wish for sexual reassignment. Breast implants are now
available and can be done with relative convenience if anyone wishes to have one. Hormones
may also be injected in order to alter sexual chemicals in the body.
Whether or not we agree with these technological advancements, these are all undertaken
in the hopes of attaining the good life. The balance, however, between the good life, ethics, and
technology has to be attained.
Name:___________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________

MODULE 2 .Lesson 3.
ACTIVITY #4
Think about these questions…
1. What is the good life?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________
2. What is the relationship between the good life and science?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Does technology always lead us to the good life? How and why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rubrics
CATEGORY 5 4  3  2  Score
Grammar & Author makes no Author makes 1-2 Author makes 3-4 Author makes  
Spelling errors in errors in grammar errors in grammar more than 4 errors
grammar or or spelling that or spelling that in grammar or
spelling that distract the reader distract the reader spelling that
distract the from the content. from the content. distract the reader
reader from the from the content.
content.
Sentence All sentences are Most sentences Most sentences Most sentences are  
Structure well-constructed are well- are well not well-
with varied constructed and constructed, but constructed or
structure. there is some there is no varied.
varied sentence variation is
structure in the structure.
essay.
Focus Sharp, distinct Apparent point No apparent point Minimal evidence
controlling point made about a but evidence of a of a topic
made about a single topic with specific task.
single topic with sufficient
evident awareness of task
awareness of
task.

Page | 48
Content Substantial, Sufficiently Limited content Superficial and/or
specific, and/or developed content with in adequate minimal content.
illustrative with adequate elaboration or
content elaboration or explanation.
demonstrating explanation.
strong
development and
sophisticated
ideas.
Style Precise, Generic use of a Limited word Minimal variety in
illustrative use of variety of words choice and control word choice and
a variety of and sentence of sentence minimal control of
words and structures that structures that sentence structures.
sentence may or may not inhibit voice and
structures to create writer’s tone.
create consistent voice and tone
writer’s voice appropriate to
and tone audience.
appropriate to
audience.

Name:____________________________________ Score:___________________
Year &Section:_____________________________ Schedule:_______________

MODULE 2 .Lesson 3.
ACTIVITY #5

1. Good Life Collage. Cut out pictures in magazines or newspapers that

demonstrate how technology has made the man’s desire for a happy life more
realizable. You may also opt to print out pictures from websites and other
sources. Explain how these technological advancements have made the
campaign for the attainment of good life easier or otherwise.
2. Compare and Contrast. Identify two modes of doing the same thing where one involves a
more technologically advanced method. Example would be snail mail vs. e-mail. List down three
examples. Brainstorm if a less technologically sophisticated mechanism can actually turn out to
be better in terms of reaching for the good life. Is the more technologically advanced always
better?

Page | 49
 Rubrics for Item #1 Activity #5
CATEGORY 5 4  3  2  Score
Required The collage includes All required elements 1-2 of the required Many of the required  
elements all required elements are present on the elements are missing. elements are missing
as well as additional collage from the collage.
information.

Labels All items of Almost all items of Some items of Few items of  
importance are importance are labeled importance are importance are labeled.
clearly labeled with with appropriate labeled. Some of the Some items are
interesting details. information. The chosen text is unclear mislabeled. The chosen
The chosen text is chosen text is and difficult to read. text is unclear and
clear and easy to appropriate. difficult to read.
read
Graphics All graphics are Graphics are related to Some graphics are Few graphics are
carefully selected to the topic. Most related to the topic, related to the topic.
enhance the pictures are clear and but some graphics are Many graphics are
understanding of the enhance the unclear or confusing. unclear or confusing.
topic. The best understanding of the
pictures have been topic.
chosen.
Appearance The collage is The collage is The collage is fairly The collage is poorly
exceptionally attractive in terms of attractive, but some designed and much
attractive in terms of design and layout. elements are poorly unorganized. Many
design and layout. Most pictures and text spaced and/or elements are poorly
The pictures and text are well organized. cluttered. The collage spaced and/or cluttered.

Page | 50
 are well organized.
Rubrics for Item #2 Activity #5
10
CATEGORY Above Standards
Purpose and Supporting It compares and contrasts
Details items clearly. The paper
points to specific
examples to illustrate the
comparison. The paper
includes only the
information relevant to
the comparison.
Organization and The paper breaks the
Structure information into whole-to
whole, similarities to-
differences, or point-by-
point structure. It follows
a consistent order when
discussing the
comparison.
Transitions The paper moves
smoothly from one idea to
the next. The paper uses
comparison and contrast
transition words to show
relationships between
ideas. The paper uses a
variety of sentence
structures and transitions.
Name:
Yr. & Section:
Module 2 .Lesson 3.
Summative Assessment
Fill in the blanks: Search for the word/s that answers the questions
for each item below. Encircle the word first then write it on the space
1. Democritus and Leucippus led a
school whose primary belief is that the
world is made up of and is controlled by the
tiny indivisible units in the world called
________or seeds.
2. According to Aristotle,
______________ this is the ultimate end of
human action.
3. ________ has always been the priority
of hedonists
4. __________ precisely means to be
different
5. People believe that the world where
they are in is only just a temporary reality
appears slightly
unorganized.
8 6 4
Meets Standards Approaching Standards Below Standards
It compares and It compares and contrasts items It compares or contrasts,
contrasts items clearly, clearly, but the supporting but does not include
but the supporting information is incomplete. The both. There is no
information is general. paper may include information supporting information
The paper includes only that is not relevant to the or support is
the information relevant comparison. incomplete.
to the comparison.
The paper breaks the The paper breaks the information Many details are not in a
information into whole- into whole-to-whole, similarities- logical or expected
to whole, similarities to- to differences, or point-by-point order. There is little
differences, or point-by- structure, but some information is sense that the writing is
point structure but does in the wrong section. Some details organized.
not follow a consistent are not in a logical or expected
order when discussing order, and this distracts the reader.
the comparison.
The paper moves from Some transitions work well; but The transitions between
one idea to the next, but connections between other ideas ideas are unclear or
there is little variety. are fuzzy. nonexistent
The paper uses
comparison and contrast
transition words to show
relationships between
ideas.
Score:
Schedule:
where we have to
maneuver around
while waiting for
the ultimate return
6. _________
is the ancient
7. Plato
8. __________
espouses the
freedom of man to
carve his own
Page | 51
 G O
U I
H O X B
B Q F L
L A K J N Z
V S Z U U P
Z D T M S L B A
O P H F E I K G
B W S S A G T P N W
H X M S R P C V E Z
R H O U D Q J P H G V Q
J S R N L M S Q I W A J
V I E M A C N B L F N Y J U
J Z I M H A P K X Z Q E T I
J N V A A O K S Y H X T K S A F
R L R N E M I O S M T N R X S T
D P O G V V B J M R T A B V A U Q I
A M E G H K X W K B V B R U C X B Z
H F Y U U V F B M C V K P O I C R I S X
M I U O Y K U Z E O G I G V C S N S P J
C P S E Y E W R I M S I N A M U H T Z E V C
C K D I S L H M B O R W C Q U W I Q O N D N
W K Q X F E L A U M Y G N K R G O X W C T R N I
G T R N Y S H L O T H N Y S O U X O L P O L P W
X M L X Q J B L T U F P N G D H S O A P A T H E I A
B R Y W C I A A N J Q Y Z C L P I D G A W B U G E T
M O L W
P M K P
I G I Z
B B C R

LESSON 4

WHEN TECHNOLOGY AND HUMANITY CROSS

Diagnostics
Instructions: Rate the extent of your agreement to each statement by putting a check mark on
the box that corresponds to your response in each row.
Statements Extremely Somewhat To a Somewhat Extremely
Agree Agree Limited Disagree Disagree
Extent
Human rights are fundamental
rights
Responding to urgent global
challenges allows setting
aside some human rights
Human rights should be at the

Page | 52
core of any scientific and
technological endeavor
A good life is a life where
human rights are upheld
Human rights should be
integral in the journey toward
the ultimate good.
It is not the primary function
of science and technology to
protect the weak, poor, and
vulnerable.
There is no way for science
and technology to fully
function as a safeguard of
human rights.
A human rights-based
approach to science,
technology, and development
is imperative
The protection of human
rights and continued scientific
and technological
advancement can work hand-
in-hand.

Page | 53
 Human rights in the face of
scientific and technological
advancement are critical factors in
one’s journey toward eudaimoniaor
the good life. Exercising the right to
accept or reject, minimize or
maximize, and evaluate and decide on
the scope and function of science and
technology indicates human
flourishing in science and technology. Protecting the well-being and upholding the dignity of the
human person must be at the core of continued scientific and technological progress and
development. Such focus of a human rights-based approach to science, technology, and
development.
S. Romi Mukherjee, a senior lecturer in Political Theory and the History of Religions at
the Paris Institute of Political Studies, explained a human-rights based approach to science,
technology, and development as follows:
“It seeks to place a concern for human rights at the heart
of how the international community engages with urgent
global challenges. The UN Development Programme
characterizes this approach as one that ‘leads to better
and more sustainable outcomes by analyzing and
addressing the inequalities, discriminatory practices and
unjust power relations which are often at the heart of
development problems. It puts the international human
rights entitlements and claims of the people (the ‘right-
holders’) and the corresponding obligations (the ‘duty-
bearer’) in the center of the national development debate,
and it clarifies the purpose of capacity development.”

S. Romi Mukherjee

Mukherjee (2012) furthered that this

approach identifies science as “a socially
organized human activity which is value-laden
and shaped by organizational structures and
procedures.” Moreover, it requires an answer to
whether governments and other stakeholders can
craft and implement science and technology
policies that “ensure safety, health and
livelihoods; include people’s needs and priorities
in development and environmental strategies;
and ensure they participate in decision-making that affects their lives and resources.”
Page | 54
 Multiple international statues, declarations, and decrees have been produced to ensure
well-being and human dignity. Mukherjee listed some of the most important documents that
center on a human rights-based approach to science, development, and technology, and their key
principles:
Table 2. Useful documents for a human rights-based approach to science, technology, and
development.
Document Key Principles
Universal Declaration of Human Rights This document affirms everyone’s right to
(Article 27) participate in and benefit from scientific
advances, and be protected from scientific
misuses. The right to the benefits of science
comes under the domain of ‘culture’ so it is
usually examined from a cultural rights
perspective.
UNESCO Recommendation on the Status of This document affirms that all advances in
Scientific Researchers – 1974 (Article 4) science and technological knowledge should
solely be geared towards the welfare of the
global citizens, and calls upon member states
to develop necessary protocol and policies to
monitor and secure this objective.
Countriesare asked to show that science and
technology are integrated into policies that
aim to ensure a just and human society.
UNESCO Declaration on the Use of This document states that, “Today, more than
Scientific Knowledge – 1999 (Article 33) ever, science and its applications are more
indispensable for development. All levels of
government and the private sector should
provide enhanced support6 for building up an
adequate and evenly distributed scientific and
technological capacity through appropriate
education and research programmes as an
indispensable foundation for economic,
social, cultural, and environmentally sound
development. This is particularly urgent for
developing countries.” This Declaration
encompasses issues such as pollution-free
production, efficient resource use,
biodiversity protection, and brain drains.

A human rights-based approach to science,

technology, and development sets the parameters for the
appraisal of how science, technology, and development
promote human well-being. Thus, the discussion of human
rights in the face of changing scientific and technological

Page | 55
contexts must not serve as merely decorative moral dimension of scientific and technological
policies, As Mukherjee (2012) posited, this approach “can form the very heart of sustainable
futures.”

Human rights should be integral to the journey toward the ultimate good. They should
guide humans not only to flourish as individual members of society, but also to assist each other
in flourishing collectively as a society. Human rights are rights to sustainability, as Mukherjee
put it. They may function as the ‘golden mean,’ particularly by protecting the weak, poor, and
vulnerable from the deficiencies and excesses of science and technology. By imposing upon
science and technology the moral and ethical duty to protect and uphold human rights, there can
be a more effective and sustainable approach to bridging the gap between poor and rich countries
on both tangible (e.g., services and natural resources) and intangible (e.g., well-being and human
dignity) aspects. Ultimately, all these will lead humans to flourish together through science and
technology.

Page | 56
Name:____________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________
MODULE2 .Lesson 4.
ACTIVITY#6
Instructions: Answer the following questions in your own words based on
your understanding of Mukherjee’s human rights-based approach to science,
technology, and development. Limit your responses to three or four sentences
only.
1. What is a human rights-based approach to science, technology, and
development?

______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________
______________________________________________________________________________
___________________________________________________________________________
2. How do the documents and their key principles presented in Table 2 position human rights in
the intersection of technology and humanity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why should human rights be at the core of scientific and technological advancement?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What is the danger of using human rights as merely decorative moral dimension of scientific
and technological policies?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Do you agree with Mukherjee’s assertion that a human rights-based approach to science,
technology, and development can form the very heart of sustainable features? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Page | 57
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Rubrics
CATEGORY 5 4  3  2  Score
Grammar & Author makes no Author makes 1-2 Author makes 3-4 Author makes  
Spelling errors in errors in grammar errors in grammar more than 4 errors
grammar or or spelling that or spelling that in grammar or
spelling that distract the reader distract the reader spelling that
distract the from the content. from the content. distract the reader
reader from the from the content.
content.
Sentence All sentences are Most sentences Most sentences Most sentences are  
Structure well-constructed are well- are well not well-
with varied constructed and constructed, but constructed or
structure. there is some there is no varied.
varied sentence variation is
structure in the structure.
essay.
Focus Sharp, distinct Apparent point No apparent point Minimal evidence
controlling point made about a but evidence of a of a topic
made about a single topic with specific task.
single topic with sufficient
evident awareness of task
awareness of
task.
Content Substantial, Sufficiently Limited content Superficial and/or
specific, and/or developed content with in adequate minimal content.
illustrative with adequate elaboration or
content elaboration or explanation.
demonstrating explanation.
strong
development and
sophisticated
ideas.
Style Precise, Generic use of a Limited word Minimal variety in
illustrative use of variety of words choice and control word choice and
a variety of and sentence of sentence minimal control of
words and structures that structures that sentence structures.
sentence may or may not inhibit voice and
structures to create writer’s tone.
create consistent voice and tone
writer’s voice appropriate to
and tone audience.
appropriate to
audience.
ACTIVITY#7

Page | 58
Instruction:Search and encircle the words that are related to human rights.

D G R F R E

Y C L H N E A V K O O H

F L O V E F U E H U G D H R L B Z T

S P H F K J E S J J N G E S F O V S

L T B S R X Q K Q D Y M G L S O M D E K

F C S S I E M J U O G S I S Y I Y O Z X

H O C G P X D J D Y A R E G X K J T G M G U

S A J O E Y U O Y R G W I F I C I Z B W F E

Y Z X P E R C G L H O C H C N O R M B V

L S I C Z A J N F U J G B Z C

M H U T F V M I P

S I K S K X I F D R M R T

F H Q T I H J R O O G Q W U M

D N C V I S C U E H S N Q W U G B B H

J B P Y C I V E E T P J J M I J F C T O L

N Z O E O Q Y D C E C Q W O T B Z N Q P D

S B D X F G X O N R A G D Y T I L A U Q E N O

W R X Z I R M P I E E O H I F X M D X L O

Y P Z D C X G T T A T P J K D Y D A S T A

X O X O Z K Y O Y H Y P L Y O F J E E

O V F O F X G O J P G T V F X S E

C N F Q F G D D O V O K R

W S C K R D M J C

X S I

X S W
Freedom
Peace Love Food
Equality Education Religion
Dignity Prosperity Speech
Hope Justice

Lesson 5
WHY THE FUTURE DOES NOT NEED US

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 Can you imagine a future without the human race? Do you think the robots and machines
can replace humans? Do you believe that there will come a time when human existence will be at
the mercy of robots and machines? Is it also possible that medical breakthroughs in the future
may go terribly wrong that a strain of drug-resistant viruses could wipe out the entire human
race?
For some, imagining a future without humans is nearly synonymous to the end of the
world. Many choose not to speculate about a future where humans cease to exist while the world
remains. However, a dystopian society void of human presence is the subject of many works in
literature and film. The possibility of such society is also a constant topic of debates.
In April 2000, William Nelson Joy, an American computer scientist and chief scientist of
Sun Microsystems, wrote an article for wired magazine entitled Why the future doesn’t need us?
In his article, Joy warned against the rapid rise of new technologies. He explained that 21st
century technologies – genetics, nanotechnology, and robotics (GNR) – are becoming very
powerful that they can potentially bring about new classes of
accidents, threats, and abuses. He further warned that these dangers are
even more pressing because they do not require large facilities or even
rare raw materials – knowledge alone will make them potentially
harmful to humans.
Joy argued that robotics, genetic engineering, and
nanotechnology pose much greater threats than technological
developments that have come before. He particularly cited the ability
of nanobots to self-replicate, which could quickly get out of control. In
the article, he cautioned humans against overdependence on machines. He also stated that if
machines are given the capacity to decide on their own, it will be impossible to predict how they
might behave in the future. In this case, the fate of the human race would be at the mercy of the
machines.
Joy also voiced out his apprehension about the rapid increase of computer power. He was
also concerned that computers will eventually be more intelligent than humans, thus ushering
societies into dystopian visions, such as robot rebellions. To illuminate his concern, Joy drew
from Theodore Kaczynski’s book, Unabomber Manifesto, where Kaczynski described that the
unintended consequences of the design and use of technology that are clearly related to
Murphy’s Law: “Anything that can go wrong will go wrong.” Kaczynski argued further that
overreliance on antibiotics led to the great paradox of emerging antibiotic-resistant strains of
dangerous bacteria. The introduction of Dichlorodiphenyltrichloroethane (DDT) to combat
malarial mosquitoes, for instance, only gave rise to malarial parasites with multi-drug-resistant
genes.
Since the publication of the article, Joy’s arguments against 21 st century technologies
have received both criticisms and expression of shared concern. Critics dismissed Joy’s article
for deliberately presenting information in an imprecise manner that obscures the larger picture of
state of things. For one, John Seely Brown and Paul Duguid (2001), in their article A Response to

Page | 60
Bill Joy and the Doom-and-Gloom Techno futurists, criticized Joy’s failure to consider social
factors and only deliberately focused on one part of the larger picture. Others go as far as
accusing Joy of being a neo-Luddite, someone who rejects new technologies and shows
technophobic learning’s.
As a material, Joy’s article tackles the unpleasant and uncomfortable possibilities that
senseless approach to scientific and technological advancements may bring. Whether Joy’s
propositions are a real possibility or an absolute moon shot, it is unavoidable to think of a future
that will no longer need the human race. It makes thinking about the roles and obligations of
every stakeholder a necessary component of scientific and technological advancement. In this
case, it is preeminently necessary that scientific community, governments, and business engage
in a discussion to determine the safeguards of humans against the potential dangers of science
and technology.

Name:___________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________

Page | 61
 MODULE 2.Lesson 5.
ACTIVITY #8
Instructions: Read William Nelson Joy’s Why the Future doesn’t need us?
In full (https://www.wired.com/2000104/joy-21), then complete the
metacognitive reading report.
1. Difficult Concepts

a.____________________________________________________________________________
______________________________________________________________________________
________________________
b.____________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
c.____________________________________________________________________________
______________________________________________________________________________
2. Learning Insights
a. Before reading the article I thought that
______________________________________________________________________________
______________________________________________________________________________
However after reading the article I thought that
______________________________________________________________________________
______________________________________________________________________________
3. Discussion Questions
a.____________________________________________________________________________
______________________________________________________________________________
b.____________________________________________________________________________
______________________________________________________________________________
c.____________________________________________________________________________
______________________________________________________________________________

Page | 62
Name:___________________________________ Score:___________________
Year &Section:____________________________ Schedule:_______________

MODULE 2.Lesson 5.
ACTIVITY #9

Instruction:Draw a comic strip showing the advantage and disadvantage of

technology to human race.

Page | 63
 Rubrics

CATEGORY 5 4 3 2 Score
Creativity The pictures and All but 1 of the All but 2 of the More than 2 of
captions reflect pictures and pictures and the pictures and
an exceptional captions reflect captions reflect captions reflect
degree of student an exceptional an exceptional little degree of
creativity. There degree of degree of student
is great attention student student creativity.
to detail. creativity. creativity.
Theme All panels relate Most panels Few panels Panels are not
to the theme. relate to the relate to the related to the
theme. theme. theme.
Characters The main The main The main It is hard to tell
and Dialogue characters are characters are characters are who the main
clearly clearly identified but characters are.
identified, and identified, and not well
their actions and their actions and developed and
dialogue are well dialogue match their actions
matched to each most of the time. and dialogue
other. are too general.
Landscape Landscape and Landscape and Landscape and Landscape and
and Props props are props are props are props seem
directly related directly related generally randomly
to the theme or to the theme or related to the chosen OR
purpose of the purpose of the theme or distract the
comic and comic. purpose of the reader
enhance comic.
understanding of
the scene.
Spelling, There are no There are 1-3 There are 4-5 There are more
Punctuation, spelling, spelling, spelling, than 5 spelling,
and Grammar punctuation, or punctuation, or punctuation, punctuation,
grammar errors. grammar errors. and grammar and grammar
errors. errors

Page | 64