SCIENCE, TECHNOLOGY AND SOCIETY
Chapter 1: General Concepts and
Historical Events in Science, Technology
and Society
INTELLECTUAL REVOLUTIONS THAT DEFINED
SOCIETY
SCIENTIFIC REVOLUTION
• The idea of scientific revolution is claimed to have started in the early 16th
century up to the 18th century in Europe.
• The period of enlightenment when the development in the fields of
mathematics, physics, astronomy, biology and chemistry transformed the
views of society about nature.
• The golden age for people committed to scholarly life in science but it was
also a deeply trying moment to some scientific individuals.
• Scientific revolution is very significant in the development of human beings,
transformation of the society and in the formulation of scientific ideas.
HOW CAN SCIENCE BE DEFINED?
• SCIENCE AS AN IDEA
• SCIENCE AS AN INTELLECTUAL ACTIVITY
• SCIENCE AS A BODY OF KNOWLEDGE
• SCIENCE AS A PERSONAL AND SOCIAL ACTIVITY
The scientific revolution required vivid attention to understand
what it was all about. There have been some intellectuals whose ideas have
shaken and challenged the dominant theories and beliefs of the time. All
periods of time are driven by their curiosity, critical thinking, and creativity to
explore the physical and natural worlds. Their love for science is driven by
their deep passion to know and to discover, although they relate the science
concept to society. In fact, society is composed of different people’s
perceptions, ideologies, characters, humanities, etc. With these, society
eventually defined how people kept in touch with one another; not only that,
but this also became their working environment to grow and foster life to its
utmost potential.
SOME INTELLECTUALS AND THEIR REVOLUTIONARY
IDEAS
NICOLAUS COPERNICUS (1473-1543)
• He was a Polish astronomer and mathematician known as the father of
modern astronomy. One of the Renaissance men in the field of science.
His ideas were an example of what is presently called as a thought
experiment.
• He had a plenty of time to sustain his interest in astronomy despite his duty
as a canon. He was influenced by a book entitled Epitome by Johannes
Mueller that contains his observations of the heavens and Ptolemy.
• He circulated a summary of his ideas in a manuscript called
Commentariolus (Little Commentary) in 1510.
• Heliocentric Theory
• In 1543, his book De Revolutionibus Orbium Coelestium (On the
evolutions of the Heavenly Spheres) was published as the start of the
scientific revolution.
• The Catholic Church Banned the Copernican Model and was ignored by
Rome for the rest of the 16th century.
CHARLES DARWIN (1831-1836)
• He is famous for his theory of evolution through natural selection.
• His life changed when one of his professors recommended him to join a five-
year voyage through the HMS Beagle on the Islands of Galapagos
• One of his published book "The Origin of Species in 1589" considered one
of the most important works in scientific literature.
• Darwin's observational skills as a scientist were extraordinary.
• His accomplishments were so diverse which he made a two major
contributions; evolutionary biology and philosophy of science. A science
marked by observation and experiment.
SIGMUND FREUD (1856-1939)
• He is a famous figure in the field of psychology.
• He also made a significant contribution in the scientific world through the
development of an important observational method to gather reliable data to
study human's inner life (Psychoanalysis).
• His method of psychoanalysis was proven to be effective in understanding
some neurological conditions that were not understood by medicine at
that time.
CRADLES OF SCIENCE
DEVELOPMENT OF SCIENCE IN MESOAMERICA
Mesoamerica is known for being a historical and cultural region that
extends from Southern North America to most of Central America, including the
countries of central Mexico, Belize, and Guatemala, El Salvador, Honduras, and
Nicaragua, and Northern Costa Rica.
The Mayan, Inca, and Aztec civilizations are the three civilizations that
existed in the cradles of science in Mesoamerica. These people contributed to
science by demonstrating their highest capabilities in the field over time. Scientific
knowledge, like social cognition, alters over time.
MAYA CIVILIZATION
• Mayan civilizations, also known as "Mayans," lasted approximately 2,000
years.
• They are well-known for their astronomical work, which enables them to
use their temple for astronomical observation.
• Mayans had advanced knowledge and understanding of celestial bodies
for their time, as evidenced by their ability to forecast eclipses and use
astronomical cycles in planting and harvesting.
• Also known for measuring time using two complicated calendar systems.
• They are the first civilization that began to produce rubber products 3,000
years before Goodyear received his patent in 1844 and are recognized as
one of Mesoamerica's most scientifically advanced societies.
• A well-known world civilization that used a writing system known as "Mayan
Hieroglyphics" and was skilled in mathematics created a number system
based on the numeral 20.
INCA CIVILIZATION
• Known as the biggest ancient civilization in pre-Columbian America, thriving
from around 1200 until 1533 AD.
• They emerged from Peru's Andean mountains in the early 13th century,
establishing their capital at Cusco, modern-day Peru.
• They made an advanced scientific ideas considering that they are classified
as an old civilization, below is the following scientific ideas and tools;
➢ road paved with stones;
➢ stone buildings that surmounted earthquakes, and other
disasters;
➢ irrigation system and technique for storing water for their crops
to grow in all types of land;
➢ calendar with 12 months to mark their religious festivals and
prepare them for planting season;
➢ the suspension bridge;
➢ quipu, a system of knotted ropes to keep records that only
experts can interpret; and
➢ Inca textiles since cloth was one of the specially prized artistic
achievements.
AZTEC CIVILIZATION
• They are remembered as the last of the great Mesoamerican civilizations
before Europeans came.
• They erected spectacular temple pyramids, utilized complex agricultural
techniques, their eagle warriors formed a large empire, and they sacrificed
humans to their gods.
• They made substantial contributions to science and technology and to the
society as a whole, such as;
1. Mandatory Education
 2. Chocolates “AMERICANED” PHILIPPINES
3. Antispasmodic Medication • The Americans have more Influence in the development of science and
4. Chinampa technology in the Philippines compared to the Spaniards.
5. Aztec Calendar • Schools for boys and girls introducing the concept of subjects and
6. Invention of the Canoe disciplines.
• The galleon trade has brought additional technology and development in
DEVELOPMENT OF SCIENCE IN ASIA the Philippines
INDIA • Filipino students who were able to study in Europe also contributed to the
• The are known for manufacturing iron and in metallurgical works. advancement of medicine, engineering, arts, music, and literature in the
• Ayurveda, a system of traditional medicine the originated in ancient India country.
before 2500 BC, is still practiced as a form of alternative medicine.
• They developed theories on the configuration of the universe, the spherical AFTER WORLD WAR II
self-supporting Earth, and the year of 360 days with 12 equal parts of 30 • Everything turned into ashes.
days. • Rebuilding of new Republic through improving science and technological
• They tried to standardize measurement of length to a high degree of capability.
accuracy and designed a ruler, the Mohenjodaro ruler.
• Aryabhatiya introduced a number of trigonometric functions, tables and INFLUENCE IN THE DEVELOPMENT OF SCIENCE AND
techniques, as well as algorithms of algebra.
TECHNOLOGY IN THE PHILIPPINES
CHINA
• They discovered various medical properties and uses of different plants and
animals to cure human illness.
DEVELOPMENT OF SCIENCE AND TECHNOLOGY IN THE
Ex. Acupuncture PHILIPPINES
• In terms of technology, Chinese are known to develop many tools.
Internal Influences External Influences
• In astronomy, they made significant records on supernovas, lunar and solar
• Survival • Foreign Colonizers
eclipses and comets.
• Culture • Trades with Foreign Countries
• Also, with their study with seismology. They made them more prepared in
• Economic culture • International Economic Demands
times of natural calamities.
MIDDLE EAST COUNTRIES
• Ibn al-Haytham is regarded as the Father of Optics, especially for his
empirical proof of intromission theory of light. GOVERNMENT POLICIES ON SCIENCE AND
• Muhammad ibn Musal al-Khwarizmi gave his name to concept the algorithm TECHNOLOGY
while the term algebra is derived from "al-jbr”, the beginning of the title of one
of his publications.
The NRCP clustered these policies into four, namely:
• Ibn Sina - pioneered the science of experimental medicine and was the first
1. Social Sciences, Humanities, Education, International Policies and
physician to conduct clinical trials.
Governance
• Jabir ibn Hayyan - considered to be the "Father of Chemistry"
2. Physics, Engineering and Industrial Research, Earth and Space Science,
and Mathematics
DEVELOPMENT OF SCIENCE IN AFRICA 3. Medical, Chemical, and Pharmaceutical Sciences
• Natural and mineral resources abound throughout Africa. The history of 4. Biological Sciences, Agriculture and Forestry
science and mathematics demonstrates based on knowledge processes in
African Civilizations. SOCIAL SCIENCES, HUMANITIES, EDUCATION, INTERNATIONAL
• In the areas of astronomy, mathematics, and medicine, the ancient Egyptian
POLICIES AND GOVERNANCE
civilization produced enormous contributions and important advancements.
• Integrating ASEAN awareness in basic education without adding to the
• ALCHEMY, was known to have its epicenter in Egypt. They tried to learn
curriculum.
about human anatomy and pharmacology.
• Emphasizing teaching in the mother tongue.
• ASTRONOMY was also famous in the African Region.
• Developing school infrastracture and providing for ICT broadband
• Many advances in METALLURGY and tool making were made across the
entirety of ancient Africa. • Local food security
• MATHEMATICS was also known to be prominent in the life of early people
in the African Continent. For example, the Lebombo bone. PHYSICS, ENGINEERING AND INDUSTRIAL RESEARCH, EARTH
AND SPACE SCIENCE, AND MATHEMATICS
• Emphasizing degrees, licenses, and employment opportunities.
SCIENCE, TECHNOLOGY AND NATION- • Outright grants for peer monitoring.
• Review of R.A. 9184
BUILDING • Harnessing

BRIEF HISTORICAL BACKGROUND OF SCIENCE AND
TECHNOLOGY IN THE PHILIPPINES
INDIGENOUS FOLK SCIENCE
• History of science and technology in the Philippines started way back before
the coming of the (Spanish and American) colonizers.
• Science, in pre-Spanish Philippines, is embedded in the way of life of the
people.
• Metal Age had a significant influence on the lives of early Filipinos.
• Trades with foreign ( neighboring) countries.
FORMAL SCIENCE AND TECHNOLOGY (school of science and technology)
• Modernized life, adapting some Western technology and their ways of life.
• Schools for boys and girls introducing the concept of subjects and
disciplines.
• The galleon trade has brought additional technology and development in
the Philippines
• Filipino students who were able to study in Europe also contributed to the
advancement of medicine, engineering, arts, music, and literature in the
country.
MEDICAL, CHEMICAL, AND PHARMACEUTICAL SCIENCES
• Ensuring compliance of drug manufacturing firms with ASEAN harmonized
standards by full implementation of the Food and Drug Administration.
• Creating an education council dedicated to standardization of
pharmaceutical service and care.
• Empowering food and drug agencies to conduct evidence based research
as pool of information.
• Allocating two percent of the GDP to research
• Legislating a law supporting human genome projects.
BIOLOGICAL SCIENCES, AGRICULTURE AND FORESTRY
• Protecting and conserving biodiversity by full implementation of existing
laws.
• Use of biosafety and standards model by ASEAN countries.
• Promoting indigenous knowledge system and indigenous people's
conservation.
• Formulation of common food and safety standards.
 OTHER EXISTING PROGRAMS SUPPORTED BY THE PHILIPPINE MARI-JO PANGANIBAN RUIZ
GOVERNMENT THROUGH THE DOST: • for being an outstanding educator and graph theorist.
• Providing funds for basic research and patents related to science and GREGORY LIGOT TANGONAN
technology • for his research in the field of communications technology.
• Providing scholarships for undergraduate and graduate studies of students
in the field of science and technology Other outstanding Filipino scientist who are recognized here and abroad for
• Establishing more branches of the Philippine Science High School their outstanding contribution in science:
• Creating science and technology parks to encourage academe and industry CAESAR A. SALOMA
partnerships • an internationally renowned physicist
• Balik Scientist Program EDGARDO GOMEZ
• Developing science and technology parks in academe campuses • famous scientist in marine science
• Establishment of National Science Complex and National Engineering WILLIAM PADOLINA
Complex within UP campus in Diliman • chemistry and president of National Academy of Science and Technology
(NAST) - Philippines
THE PHILIPPINE AMERICAN ACADEMY OF SCIENCE AND ENGINEERING ANGEL ALCALA
(PAASF, 2008) IDENTIFIED SEVERAL CAPACITY- BUILDING PROGRAMS • marine science
SUCH AS:
• Establishment of national centers of excellence SOME OF OUTSTANDING SCHOOLS AND UNIVERSITY IN
• Manpower and institutional development programs
• Establishment of regional centers to support industries that will lead the
THE PHILIPPINES
country in different research and development areas UNIVERSITY OF THE PHILIPPINES LOS BAÑOS
• Establishment of science and technology business centers • science paradise for agriculture, forestry, plant, animal science and
veterinary science
• Strengthen science education at an early stage through the Philippine High
School system UNIVERSITY OF THE PHILIPPINES VISAYAS
• professionals and scientist in the area of medical and public health.
UNIVERSITY OF THE PHILIPPINES DILIMAN
PHILIPPINE-CALIFORNIA ADVANCED RESEARCH
• established a national science and engineering complex to develop more
INSTITUTE (PICARI) PROJECT researcher and produce more scientist and engineer in the country.

THERE ARE MANY OTHER AREAS AND FIELDS IN WHICH THE COUNTRY IS FACTORS THAT INFLUENCE THE DEVELOPMENT OF
LOOKING FORWARD TO EMBARK ON VARIOUS RESEARCH AND THE FILIPINO SCIENTIST
PROJECTS. SOME OF THESE ARE:
• Use of alternative and safe energy
Individual Interest in
• Harnessing mineral resources
• Finding cures for various diseases and illnesses
Science
• Climate change and global warming SCHOOL SCIENCE
• Increasing food production (Teachers and
• Preservation of natural resources Learning Family
• Coping with natural disasters and calamities Environment)
• Infrastructure development
FILIPINO
SCIENTIST Natural Environment
DEVELOPMENT OF SCIENCE AND TECHNOLOGY IN THE SCHOOL
PHILIPPINES LABORATORIES
(Real Life Context)
National Goals
SCIENCE EDUCATION IN THE PHILIPPINES
SCIENCE AND
International Treaty WHAT IS SCIENCE EDUCATION?
TECHNOLOGY
helps the development of required abilities and understanding by focusing on
- Policies developing powerful ideas of science and ideas about the nature of scientific
- Programs activity and its application.
Legal Frameworks
- Projects
THE CONCEPT OF SCIENCE EDUCATION
• Science Education focuses on teaching, learning and understanding
Social Needs, Issues, science.
and Problems • Teaching science involves developing ways on how to effectively teach
science.
FAMOUS FILIPINO IN THE FIELD OF SCIENCE • Learning science, includes both pedagogy and the most interesting aspect,
These Filipino Scientists are: which is helping students understand and love science.
RAMOS CABANOS BARBA • Understanding science implies developing and applying science- process
• for his outstanding research on tissue culture in the Philippines. skills and using science literacy in understanding the natural world and
JOSEFINO CACAS COMISO activities in everyday life.
• for his works on observing the characteristics of Antarctica by using satellite • John Dewey (2001) stressed the importance of utilizing the natural
images. environment to teach students. Nature must indeed furnish its physical
JOSE BEJAR CRUZ JR. stimuli to provide wealth of meaning through social activities and thinking.
• known internationally in the field of electrical engineering; was elected as • Marx (1994) opines that science is going to be one of the most important
officer of the famous Institute of Electrical and Electronic Engineering. school subjects in the future.
LOURDES JANSUY CRUZ • Science education provides skills and knowledge that are necessary for a
• notable for her research on sea snail venom. person to live in what Knight (1986) describes as "the age of science" and to
FABIAN MILLAR DAYRIT develop a citizenry that will meet the goals of science in the society
(Tilghman, 2005).
• for his research on herbal medicine.
• Developing a science culture is therefore an immense responsibility for
RAFAEL DINEROS GUERRERO III
schools.
• for his research on tilapia culture.
ENRIQUE MAPUA OSTREA JR.
• for inventing the meconium drugs testing.
LILIAN FORMEJO PATENA
• for doing research on plant biotechnology.
 SCIENCE EDUCATION IN BASIC AND TERTIARY INDIGENOUS SCIENCE AND TECHNOLOGY IN
EDUCATION
SCIENCE IN BASIC EDUCATION
THE PHILIPPINES
• Help students learn important concepts and facts that are related to everyday
life (Carale & Campo, 2003; Meador, 2005; Worth & Grollman, 2003)
including important skills such as process skills, critical thinking skills, and
INDIGENOUS KNOWLEDGE SYSTEM
life skills that are needed in coping up with daily life activities (Chaille & • EMBEDDED IN THE DAILY LIFE EXPERIENCES
Britain, 2002). • ORALLY PASSED
• Deals with developing the students’ understanding and appreciation of • EVIDENT IN STORIES, POEMS, AND SONGS
science ideas and scientific works. • SERVED AS FOUNDATION FOR THE DEVELOPMENT OF INDIGENOUS
• According to Lind (1997), Science education develops positive attitude such SCIENCE
as:
➢ The love for knowledge SOME EXAMPLES OF INDIGENOUS KNOWLEDGE
➢ Passion for innovative things • using herbal medicine
➢ Curiosity to study about nature • predicting weather conditions and seasons
➢ Creativity • preserving foods
• Develops a strong foundation for studying science and for considering • classifying plants and animals into families and groups based on cultural
science-related careers in the future. properties
• This is an investment for the country to develop scientifically culture and • using indigenous technology in daily lives
literate citizenry. • preserving and selecting good seeds for planting
SCIENCE IN TERTIARY EDUCATION • building local
• Focuses on the preparation of science teachers, scientists, engineers, and • irrigation systems
other professionals in various related fields such as agriculture, medicine, • classifying different types of soil for planting based on cultural properties
and health science. • producing wines and juices from tropical fruits
• keeping the custom of growing plants and vegetables in the yard
SCIENCE SCHOOLS IN THE PHILIPPINES
1. PHILIPPINE SCIENCE HIGH SCHOOL SYSTEM (PSHSS) INDIGENOUS SCIENCE
• A government program for gifted students in the Philippines. • part of the indigenous knowledge system practiced by different groups of
• A service institute of Department of Science and Technology (DOST). people and early civilizations
• Republic Act 3661 establishes PSHSS to offer scholarship on secondary • It includes complex arrays of knowledge, expertise, practices, and
course with special emphasis on subject pertaining to sciences. representations that guide human societies in their enumerable interactions
• The school maintains a dormitory for all students. with the natural milieu: agriculture, medicine, naming and explaining natural
phenomena, and strategies for coping with changing environments
2. SPECIAL SCIENCE ELEMENTARY SCHOOL (SSES) PROJECT • Ogawa (1995) claimed that it is collectively lived in and experienced by the
• Pursuance of DepEd Order No. 73 S. of 2008, and DepEd order mo. 51 S. people of a given culture.
2010. • According to Cajete (2004), indigenous science includes everything, from
• Started on June 2007 with 57 identified Elementary schools that participated metaphysics to philosophy and various practical technologies practiced by
or were identified as Science elementary Schools in the country. indigenous peoples both past and present.
• Aims to develop Filipino children equipped with scientific and technological • Science is a part of culture, and how science is done largely depends on
knowledge, skills and values. the cultural practices of the people
Mission: • Developed diverse structures and contents through the interplay between
➢ Provide a learning environment to science inclined children the society and the environment
through a special curriculum that recognized the multiple • According to Kuhn (1962), developmental stages of most sciences are
intelligence of the learners. characterized by continual competition between a number of distinct views
➢ Promotes development of lifelong learning skills of nature, each partially derived from, and all roughly compatible with the
➢ Foster holistic development of the learners dictates of scientific observation and method.
• Provides the basics of astronomy, pharmacology, technology, or metallurgy,
3. QUEZON CITY REGIONAL SCIENCE HIGH SCHOOL which were derived food from traditional knowledge and practices.
• Product of a dream to establish special science school for talented students • Composed of traditional knowledge that uses science process skills and
in Science and Mathematics. guided by community values and culture
• Inventions to serve as venue in providing maximum opportunities for
science-gifted students to develop spirit of inquiry and creativity. INDIGENOUS BELIEFS
• Well-supported by the Local Government Unit by the Parents and Teachers’ JOHNSTON (2002) DEVELOP DESIRABLE VALUES NAMELY:
Association (PTA). • Motivating Attitudes
• Cooperating Attitudes
4. MANILA SCIENCE HIGH SCHOOL • Practical Attitudes
• Aims to produce scientists with souls. Humanities courses and other elective • Reflective Attitudes
courses are included in their curriculum.
• Students are encouraged to participate in various extracurricular activities.
THE CONCEPT OF INDIGENOUS SCIENCE
• Manila Science High School has admission test
➢ Aptitude Test in Science INDIGENOUS SCIENCE
➢ Aptitude Test in Mathematics
➢ Problem-solving Test in Science
➢ Problem-solving Test in Mathematics
➢ Proficiency in English
USES GUIDED BY COMPOSED OF
5. CENTRAL VISAYAN INSTITUTE FOUNDATION Science Process Skills Community Values Traditional Knowledge
• Home and pioneer of the prominent school-based innovation known as the and Culture
Dynamic Learning Program (DLP).
• Takes pride in its Research Center for Theoretical Physics (RTCP) • Observing • Land • Ethno-biology
established in 1992, which organizes small international workshops to foster • Comparing • Earth • Ethno-medicine
the informal but intense exchange of ideas and perspective on outstanding
• Classifying • Living and non- • Indigenous farming
problems in Physics and Mathematics.
• Measuring living things methods
SCIENCE EDUCATION IN THE PHILIPPINES • Problem-solving • Human beings • Folk astronomy
• Inferring • Nature
• Science education is important in the promotion and development of science and • Communicating
technology in the country. To promote this, science schools are established to • Predicting
develop gifted students in science and mathematics.
• These programs and projects are organized and developed to nurture innovation in IMPORTANCE OF INDIGENOUS SCIENCE
science in the country and encourage individuals to pursue careers and research in
science and technology.
 • Important in the development of science and technology in Philippines.
• Helped the people in understanding the natural environment and in coping
with everyday life.
HUMAN FLOURISHING
ARISTOTLE (385-523 BC)
• Greek philosopher who coined the term Eudaimonia which means “good
spirited” that described the pinnacle of happiness that is attainable by
humans
• In literature, Eudaimonia means “human flourishing”
• In the Nicomachean Ethics, Aristotle’s human flourishing arises as a result of
different components such as phronesis, friendship, wealth, and power
• In Ancient Greek society, acquiring these qualities would surely bring
happiness and partake in the greater notion of the Good
HUMAN FLOURISHING
• In the beginning, people relied on simple machines to make hunting and
gathering easier.
• As times change, elements that comprise human flourishing changed, which
are subject to the dynamic social history as written by humans.
• Humans of today are expected to become a “man of the
• world.” He is supposed to situate himself in a global neighborhood, working
side by side among institutions and the government to be able to reach a
common goal.
CONCEPTION OF HUMAN FLOURISHING
WESTERN COUNTRIES EASTERN COUNTRIES
• Tend to be more focused on • More community-centric
the individual • Community takes the highest regard that an
• Concerns more on human individual should sacrifice himself for the
flourishing as an end sake of the society Example: Chinese
(Aristotelian view) Confucian system or the Japanese Bushido,
both of which view the whole as greater than
their components.
HUMAN FLOURISHING
IN A GLOBAL PERSPECTIVE AND AS A MAN OF THIS WORLD
• Flourishing borders allowed people full access to cultures that as a
result, very few are able to maintain their original philosophies.
SCIENCE AND TECHNOLOGY IN HUMAN FLOURISHING
(1) One of the most prevalent themes is humans' perpetual need to locate
themselves in the universe by finding proofs to trace evolution.
(2) As we discover more about the universe we’re living in, it answers the
question of our existence and gives us something to look forward to.
(3) Human flourishing is deeply intertwined with goal setting pertinent to science
and technology. The latter is relevant as a tool in achieving science.
(4) The end goals of both science and technology and human flourishing are
related, in that the good is inherently related to the truth.
SCIENCE AS A METHOD AND RESULT
1. OBSERVE and determine if there are unexplained occurrences unfolding.
2. DETERMINE THE PROBLEM and identify factors solved.
3. FORMULATE HYPOTHESIS that could explain the said phenomenon.
Ideally, the goal is to REJECT THE NULL HYPOTHESIS and accept the
alternative hypothesis for the study “to count as significant”.
4. CONDUCT EXPERIMENT by setting up dependent and independent
variables, and trying to see how independent ones affect dependent ones.
5. GATHER AND ANALYZE results throughout the upon culmination of the
experiment.
6. FORMULATE CONCLUSION AND PROVIDE RECOMMENDATION to
broaden the study.
VERIFICATION THEORY
• A discipline is science if it can be confirmed or interpreted in the event
of an alternative hypothesis being accepted.
• Premium to empiricism
• Takes into account those results which are measurable and
experiments which are respectable.
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
FALSIFICATION THEORY
directly accessed as meaningless.
• As long as an ideology is not proven to be false and can be explain a
phenomenon over alternative theories, we should accept said ideology.
• Allowed emergence of theories otherwise rejected by the verification theory.
• Encourages research in order to determine which among the theories can
stand the test of falsification.
KARL POPPER
• Aim at the production of new, falsifiable predictions. 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.
SCIENCE AS SOCIAL ENDEAVOR
• Several philosophers, such as Paul Thagard, Imre Lakatos, Helen Longino,
David Bloor, and Richard Ronty, among others, presented an alternative
demarcation that explores the social dimension of science and technology.
• For instance, in far-off places in South America where many tribes remain
uncontacted, they do not regard western science as their science.
• The new view perpetuates a dimension that generally benefits society.
SCIENCE AND RESULTS
• For the most part, people who do not understand science are won over when
the discipline is able to produce results.
• 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.
• Science is not entirely foolproof, such that it is correct 100% of the time.
SCIENCE AS EDUCATION
• There is no such thing as singular scientific method.
• There are distinct portions in entrance exams in the secondary and tertiary
levels that are dedicated to science and mathematics.
• Among all the clusters being offered, STEM trumps the remaining clusters in
terms of popularity and distribution, with Accounting and Business coming in
close second.
• If one is really pursuit of human flourishing, it would make sense for them to
pursue it holistically.
• Aristotle’s eudaimonic person is required to be knowledgeable about
science, among the other things of equal importance.
HOW MUCH IS TOO MUCH?
• In 200, world leaders signed the Millennium Development Goals (MDG) that
targets eight concerns, one of which states that they should be able to forge
a global partnership for development.
• Economists believe that growth indicator of development, as both go hand in
hand, and has put forth their resources in trying to achieve such.
• Economists believe that growth indicator of development, as both go hand in
hand, and has put forth their resources in trying to achieve such.
• The same analogy applies to the capacity of nature to accommodate us,
which Joseph Hickel contemplated on.
• The rapid pace of technological growth allows us no room for nature to
recuperate, resulting in exploitation and irreversible damages to nature.
TECHNOLOGY AS A WAY OF REVEALING
INTRODUCTION
• Science and technology changes society and people's way of life.
• Generation gap is attributed mainly to the changes brought by technology.
• Not everyone is comfortable using different kinds of technologies
• This gap is not something to be worried about or it does not in any way make
technology villain.
• Challenge for people in the field of science and technology to make
technological advancements more accessible and less confusing for people
who are not young anymore.
• Challenge for younger generations to take the older generation to an exciting
journey in science and technology
• Even before, people are ready fascinated with science and technology
HEIDEGGER’S VIEW OF TECHNOLOGY
IN HIS BOOK, “THE QUESTION CONCERNING TECHNOLOGY,” MARTIN
HEIDEGGER HAS THREE MAIN CLAIMS:
1. Technology is “not an instrument”, it is a way of understanding the world.
2. Technology is “not a human activity”, but develops beyond human control.
3. Technology is “the highest danger”, risking us to only see the world through
technological thinking.
TECHNOLOGY IS A WAY OF REVEALING
“Technology is therefore no mere means. Technology is a way of revealing.
If we give heed to this, then another whole realm for the essence of
technology will open itself up to us. It is the realm of revealing, i.e., of truth”
• Heidegger argues that everything we perceive or think of or interact with
"emerges out of concealment into unconcealment" by entering into a
relationship with reality.
• Technology is the way of revealing the world, a revealing in which humans
take power over reality.
• While the ancient Greeks experienced the 'making' of something as 'helping
something to come into being', modern technology is rather a 'forcing into
being'.
• Technology reveals the world as raw material, available for production and
manipulation.
HUMAN CONDITION BEFORE COMMON ERA
Our early ancestors' primal need to survive paved way for the invention of several
developments. Gifted with more advanced brains than other creatures, humans
are able to utilize abundant materials.
STONE AGE
• Homo erectus have been using fire to cook, through chipping one flint over
the other to produce a spark, all without realizing the laws of friction and heat.
• Tools from stone and flints marked the era of Stone Age when Homo sapiens,
and humans began to sharpen stones as one would a knife.
• There are several excavations in different parts of Europe of miniatures
statues prevalent during the PALEONTHIC PERIOD, it is called Venus
figure.
• People discovered minerals and began forging metalwork and realized that
these substances are more durable, reliable, and have more luster than
stones.
• There are some indicators that humans in the past share the same concerns
and interests, suggesting that these inclinations persist through multitudes of
generations over millennia.
• Fur clothing and animal skin are primarily used for comfort against harsh
winds.
• There are several figures thought to be ceremonial to honor deity. The initial
roaster of primitive gods includes objects they encounter through their day-
to-day life that's why different tribes has different gods.
HUMAN CONDITION IN THE COMMON ERA
• The 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 Anthropocene extinction which
occurred from as between 100,000 to 200,000 years up to the present.
WHAT CAUSED THE EXTINCTION?
• Growing population also necessitated finding additional resources,
leading to overhunting and overfishing common prey.
• Formation of communities caused humans to expand more in territory
and more people to feed which paved way for civilization.
• Trade enabled cross-town and cross-cultural interaction, leading to
increased needs and wants.
• People had their new objective, gather as much products as possible.
They have turned wealth as one of their goals as humans.
• Humanity became more complex. Their goal was not merely to survive
but to live the good life.
• Technology has enabled people to create creations that make life more
easier, more comfortable and more enriching.
• Medicine was born to ward off death and ward off evil, but it would take
a long time before it was fully developed.
• Chemistry emerged from alchemy, using incantations to turn lead into
lead, paving the way for the emergence of chemistry.
• Early leaders were those with exceptional physical strength, while
intellectually gifted figures were the innovators behind discoveries and
triumphs.
NOTABLE COMPARISIONS BETWEEN THEN AND NOW
1. MORTALITY RATE
• Technology reduces the number of women and children dying
during birth, ensuring a robust population and strong workforce.
Medical care for premature infants and proper maternal care
ensure that mothers can recover and remain empowered.
2. AVERAGE LIFESPAN
• Science has enabled people to live longer by enhancing living
status, discovering cures, and making distribution of medicines
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 (GDP)
• Higher country income is due to high productivity, which is an indicator of the
presence of technology.
WHAT IS THE ESSENCE OF TECHNOLOGY?
FOUR POINTSS OF HEIDEGGER’S CRITIQUE
1. The essence of technology is not something we make; it is a mode of being,
or of revealing.
2. Technology even holds sway over beings that we do not normally think of as
technological, such as gods and history.
3. The essence of technology is primarily a matter of modern and industrial
technology; it is revealed in factories and industrial processes, not in
hammers and plows.
4. Technology is not simply the practical application of natural science.
Heidegger addresses the two fundamental ways we understand technology:
1) AS A MEANS TO AN END
2) AS A HUMAN ACTIVITY
Heidegger argues that this is correct; however, these broad understandings do not
encapsulate the essence of technology.
TURNING TO AND AWAY FROM DANGER
Heidegger argues that the technological understanding of 'being' is the ultimate
danger, as it will lead to humans interpreting themselves as raw materials. To move
towards a new interpretation of being, we must manipulate our manipulation,
exerting power over our way of exerting power, and reconfirm the technological
interpretation of being. Heidegger suggests that we need to open up the possibility
of relying on technologies while not becoming enslaved to them and seeing them
as manifestations of an understanding of being.
BACKTRACKING THE HUMAN CONDITION
• Technology is a powerful tool that has changed how teachers teach and how
students learn. It has provided people with access to education and access
to different ways of communicating and working together.
• When we say "BACKTRAK", it means to go back or to retrace the past.
• Technology's initial promises prove to be true, regardless of its ramifications.
Different machinaries aid in prolonging lives by assisting those with
disabilities, honing efficiency in the workplace, and many more.
• Some places in the world are still battling for their daily survival diseases,
tribe wars, lack of habitable territories, and competition on resources.
• A lot of people still subscribe to a religion in explaining things that they do not
know. For those who have ceased to do so, they have turned the workshop
into the reverence of science.
• They are still trying to discover and rediscover things as to how their
existence of the world makes sense, and technology does little to aid them
in their pursuit of life's meaning.
• Technological advancements are seemingly occurring in a rapid pace that
our morality cannot quite keep up; no such consideration was given in this
approach in achieving good life.
SUMMARY
• Science and technology have aided us in survival and helped us outsmart
our adversaries, providing us with comfortable living, and allowing us to
explore the world.
• However, it also leads to paradox in which we are only able to see the world
in the lenses of technological innovations. This forgetfulness leads us to
evaluate objects as consumable or not- transcending to other human beings,
determining their capacity to be productive. This is only one conception of
technology, as Heidegger also proposed that technology is what humans do.