PEC 101
individually attheir own pace, but that every
LESSON 1
• STAGES OF CHILD DEVELOPMENT
1. INFANCY
2. CHILDHOOD
3. ADOLESCENCE
4. ADULTHOOD
• DOMAINS OF CHILD DEVELOPMENT
• COGNITIVE- mental processes; learning, attention,
memory, language, etc.
• PHYSICAL- motor skills, motor development; fine
motor skills, gross motor skills.
• SOCIO-EMOTIONAL/ PSYCHOSOCIAL- social
development and emotional development.
• STAGES OF PLAY
1. UNOCCUPIED PLAY- birth to 3 months
2. SOLITARY PLAY- birth to 2 years
3. ONLOOKER PLAY- 2 years
4. PARALLEL PLAY- playing with himself/herself but
beside other children
5. ASSOCIATIVE PLAY- plays with a child near him/her,
sometimes engaging with other chil
6. SOCIAL PLAY- being interested in both the play
activity and in other children.
LESSON 2
THEORY – an organized group of principles that is used
to explain an aspect of child development.
NATURE – biological processes
NURTURE – environment
BIOLOGICAL APPROACH- focus on how genetics,
hormones, and neurochemicals can influence behavior
PSYCHOANALYSIS- focuses on how innate drives of sex
and aggression (nature) and social upbringing during
childhood (nurture) influence behavior
COGNITIVE PSYCHOLOGY- focuses on the innate mental
structure (perception, schema, and memory)
HUMANISM- Maslow’s theory emphasizes basic
physical needs.
BEHAVIORISM- believes that all behavior is learned
from the environment through stimulus-response
MATURATION THEORY by ARNOLD GESELL
Arnold Lucuis Gesell
 an American psychologist, pediatrician,
professor at Yale University
 His main contribution was identifying
relationship between behavior and brain.
 Acccording to this theory, children develop
child follows some sequence.
Two major forces that influenced development:
1. Environment
2. Genetics
Summary of Gesell’s theory:
You have to follow the child’s cues, with the child
telling us when the time is right.
THE BIOLOGICAL THEORY by BRONFENBRENNER (1997)
Bioecology – the study of the interrelations among
living organisms in their natural environment; ecology.
Urie Bronfenbrenner (1997)
 A Russian-born American psychologist who
most known for his ecological system theory.
 He believed that the child is affected by
everything in his/her environment.
 It is called Bioecological Theory because it
describes how child development is influenced
by a child’s biology, which interacts with
influences from his/ her surroundings (ecology).
Five Subsystems
 Micosystem- parents, teachers, neighbors, and
peers
 Mesosystem- school, workplace, environment
 Exosystem- industry, politics
 Macrosystem- beliefs, culture, awareness,
values, norms, attitude
 Chronosystem- major life events
BIOPSYCHOSOCIAL MODEL by GEORGE L. ENGEL and
JON ROMANO (1997)
 The idea of nature and nurture is also called
biopsychosocial model.
 Biopsychosocial model illustrates that lifespan
development is the product of interaction
between biological, psychological, and social
forces.
 In this model, we can study the
interconnections of different events in various
stages in person's life. We can also see the effect
of things like culture, religion, socioeconomic
status, traditions, physical stature, birth order,
stature, health conditions, school, peers, family,
good and bad experiences in life, and events,
among others that explain a person’s current
and future self-esteem, personality, behavior,
reasoning or thinking among others.
 Biological Forces- one’s organ, physiology and
genetics; explain the role of genes (DNA) in the
health care of the individual
  Psychological Forces- all about cognition,
emotion and motivation
 Social Forces- includes person, family,
community and society, including school, peers
and work among others
THE MODEL OF PROBABILISTIC EPIGENESIS by GILBERT
GOTTLIEB (1991)
• GILBERT GOTTLIEB- American Psychologist
 Born October 22, 1929
 Died July 13, 2006
 Known for his probabilistic epigenesis
 He observed the differences in bird
development by both observing egg
hatching and manipulating variables
important to bird development, including
calls.
• The model views development as a product of the
interaction between biological and environmental forces
which includes the genetic origins of behavior and the
direct influence of the environment in the expression of
genes.
 DNA-Deoxyribonucleic Acid - interacts with tiny
molecules which can activate and deactivate
genes.
 GENOME- complete set of DNA that contains all
information needed for a person to develop and
grow.
 EPIGENOME - consists of chemical compounds
that modify or mark the genome in a way that
tells it what to do. Different social experiences
can affect epigenesis.
JEAN PIAGET (1896-1980)
 He believe that the child's cognitive structures
increases with the development. : His theory of
infant development were based on his
observations of his own three children.
 Piaget's 4 Stages of Cognitive Development
Explained Jean Piaget's theory of cognitive
development suggests that children move
through four different stages of learning.
PIAGET’S 4 STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE- 0 to 2 years old
 Acquire knowledge through sensory
experiences and manipulating objects
 Basic reflexes
 Senses
PRE OPERATION STAGE- 2-7 years old
 Emergence of language is one of the major
hallmarks of preoperational stage of
development
 Thinking
CONRETE OPERATIONAL STAGE- 7-12 years old
 Begin to think logically about concrete events
 Logical thinking
FORMAL OPERATIONAL STAGE- 12 to maturation
 Increase in logic, the ability to use deductive
reasoning, and an understanding to abstract
ideas.
 Decision-making, abstract reasoning, principle
MASLOW’S THEORY
 Self-actualization
 Esteem
 Love and belongingness
 Safety needs
 Physiological needs
LESSON 3
 GROWTH is the increase in the
number and size of cells of the child, resulting in
an increase in body size and weight.
 DEVELOPMENT is the gradual
advancements of skills that the child needs to
function
 MATURATION, we refer
to the increase in competence and ability of the
child as he/she grows, so that he/she can function
at a higher level.
 DIFFRENTIATION refers to the process of
modification of early cells and structures to
achieve a specific structure that has a specific
function.
PHYSICAL GROWTH AND DEVELOPMENT -It refers to
the increase of height, weight and other body changes
or development that happen as we mature.
6 STAGES OF CHILD DEVELOPMENT
1. NEW BORN - This stage is from Birth to one month
2. INFANT - This stage is from one to 12 months. At this
stage physical growth is very fast.
3. Toddler - This stage is from one to 3 years. Physical
growth levels off into a more gradual and steady rate by
this me up until puberty.
4. Preschooler- This is by three to six years of age.
5. School age- At this stage the child starts to assert
independence at home and in school.
6. Adolescent- This is from 13 to 18 years. This is when
identity and personality develop.

MOTOR DEVELOPMENT- Motor development is part of
physical development, and refers to the growth in the
ability of children to use their bodies and physical skills.
Perception- It is the ability to see, hear, or become
aware of something through our senses
Patterns- The motor development moves in a
cephalocaudal pattern from head to foot.
Newborn- In this stage, the newborn shows limited
amounts of motion.
Toddler- At this stage, he/ she continues to go through
emotional development and learns to regulate his/ her
emotions.
Preschooler- At this stage, most children enter schools
and receive formal learning. It develops both gross
motor skills and fine motor skills.
School age- At this stage,the child starts to assert
independence at home and in school
Adolescent- Adolescence become better at moving their
bodies as they mature.
LESSON 4:
Factors That Affect Physical Growth And Development
Some factors that could affect the growth and
development of a chid:
1. Heredity- Heredity is the biological process of
transmission of physical characteristics from parents to
children through genes.
Physical appearance that may be inherited:
• Height
• Weight
• Body structure
• Eye color
• Hair's texture
2. Environment- The environment in which a child is,
raised can affect physical growth and development.
3. GENDER- it is being a man or woman
by birth.
WHAT ARE THE CHANGES IN THE PHYSICAL
APPEARANCE OF A MAN AND A WOMAN?
• WOMEN
- Breast become fuller.
- Hips become wider.
- Rapid growth on height at the age of 10-12.
- Having menstruation.
• MEN
- Changes in voice.
- Adams apple development.
- Chest and Shoulder widening.
- Private part enlargement.
- Facial hairs.
- Visible rapid growth at the age of 12-15.
• Gender affects physical development because of the
hormones of men and women. For men, it is the
testosterone that triggers,the physical changes in their
body. On the other hand, women have estrogen and
progesterone, that causes their physical development.
4. EXERCISE AND OVERALL HEALTH
• HEALTH- A stronger body can a better chance fighting
off disease.
- The more opportunities children have' in order to
develop both gross and fine motor, skills, the faster their
capacity increases.
5. HORMONES- when our hormones function well we
would have a normal growth, and development.
However, when there are imbalances, when there are
either too much hormones or too little hormones-
secreting behavior glands, there could be growth
defects, behavior problems, and any of the following
diseases;
• ADDISON'S DISEASE
• CUSHING'S SYNDROME
• HYPERTHYROIDISM
6. NUTRITION
- Breast Milk is, the best for, infants and leads to higher
intelligence and improved health.
- (Wrong nutrition) is usually associated with
undernutrition as a result of deprivation of food, but the
term also applies to overnutrition due to overeating.
- UNDERNUTRITION- A condition that develops when
the body is deprived of much-needed vitamins and
minerals, causes stunted growth, delays puberty, and
undermines brain development but only to a limited
extent.
- DEFICIENCY MINERALS- also affects physical growth
and development.
- IODINE DEFFIENCY- in our diet can cause the
enlargement of the thyroid gland, a condition known as
"goiter" and other thryroid problems.
- ENDEMIC CRENITISM- Found in mountainous areas or
other isolated areas.
- FETAL ALCOHOL SYNDROME- can be found in children
born.
- PRENATAL DRUG EXPOSURE- is linked to low birth
weight.
- OVERNUTRITION- can be the result of overeating.
- OVEREATING- can eventually lead to obesity, diabetes,
and/or heart disease.
- FAT INCREASE- girls who become overweight.
- DEHYDRATION- is when, there are not enough fluids in
the body.

7. SLEEP- sleep is a complex, biological process that

helps people process new information, stay healthy, and
re-energize. Period of sleep and wakefulness are part of
how our bodies function.
• These are the following that affects us
in our daily activities:
1.Performance
2.Mood
3.Health

8. FAMILIAL INFLUENCE- nutritionists stated that

influences are not limited to genety epigenetic aspects.
However, professionals are awạre of their importance in
child obesity.

9. GEOGRAPHICAL INFLUENCES- where a child lives

usually influences how the child
would turn out to be.
- Weather affects biorhythms,
allergies, and other health conditions.

10. SOCIOECONOMIC STATUS- Growing up within a

family living with a low socioecological on a child's social
and have detrimental emotional development. Some
factors that may be affected by a low economic status
are weakened family and peer relations, lowered self-
esteem, the tendency for aggression, as well as health
problems.
ETHICS
CHAPTER 1
The Ethical Dimensions of Human Existence
VALUE
• Ethics, generally speaking, is about matters such as
the good thing that we should pursue and the bad thing
that we should avoid; the right ways in which we could
or should act and the wrong ways of acting.
• Ethics as a subject for us to study is about determining
the grounds for the values with particular and special
significance to human life.
• THREE BRANCHES OF PHILOSOPHY
• Metaphysics- is concerned with the true nature of
reality.
• Axiology- the study of the nature of value and
valuation.
• Epistemology- studies knowledge and reasoned belief.
Kinds of Valuation
• Aesthetics – from the Greek word “aisthesis” which
means “sense” or “feeling” and refers to the judgments
of personal approval or disapproval that we make about
what we see, hear, smell, or taste
• Etiquette – concerned with right or wrong actions, but
those which might be considered not quite grave
enough to belong to a discussion on ethics
• Technical – from the Greek word “techne” and refers
to a proper way—(or right way) of doing things
• Other Clarifications and Terminology
Ethics and Morals
• “Morals” may be used to refer to specific beliefs or
attitudes that people have or to describe acts that
people perform. We also have terms such as “moral
judgment” or “moral reasoning,” which suggest a more
rational aspect.
• “Ethics” can be spoken of as the discipline of studying
and understanding ideal human behavior and ideal ways
of thinking. Thus, ethics is acknowledged as an
intellectual discipline belonging to philosophy.
Descriptive and Normative
• A descriptive study of ethics reports how people,
particularly groups, make their moral valuations without
making any judgment either for or against these
valuations.
• A normative study of ethics, as is often done in
philosophy or moral theology, engages the question:
What could or should be considered as the right way of
acting? In other words, a normative discussion
prescribes what we ought to maintain as our standards
or bases for moral valuation.
Issue, Decision, Judgment, and Dilemma
• A situation that calls for moral valuation can be called
a moral issue.
• When one is placed in a situation and confronted by
the choice of what act to perform, s/he is called to make
a moral decision.
• When a person is an observer making an assessment
on the actions or behavior of someone, s/he is making a
moral judgment.
• When one is torn between choosing one of two goods
or choosing between the lesser of two evils, this is
referred to as a moral dilemma.
Reasoning
• What reasons do we give to decide or to judge that a
certain way of acting is either right or wrong?
A person’s fear of punishment or desire for reward can
provide him/her a reason for acting in a certain way.
• The promise of rewards and the fear of punishments
can certainly motivate us to act, but are not in
themselves a determinant of the rightness or wrongness
of a certain way of acting or of the good or the bad in a
particular pursuit.
• Beyond rewards and punishments, it is possible for
our moral valuation—our decisions and judgments—to
be based on a principle.
• SOURCES OF AUTHORITY
Law- it is supposed that law is one’s guide to ethical
behavior. In the Philippines, Filipinos are constrained to
obey the laws of the land as stated in the country’s
criminal and civil codes. The law cannot tell us what to
pursue, only what to avoid.
Religion- The divinity called God, Allah, or Supreme
Being commands and one is obliged to obey his/her
Creator (Divine Command Theory).
Culture- Our exposure to different societies and their
cultures makes us aware that there are ways of thinking
and valuing that are different from our own, that there
is in fact a wide diversity in how different people believe
it is proper to act. Therefore, what is ethically
acceptable or unacceptable is relative to, or that is to
say, dependent on one’s culture. This position is referred
to as cultural relativism.
• SENSES OF THE SELF
Subjectivism- The starting point of subjectivism is the
recognition that the individual thinking person (the
subject) is at the heart of all moral valuations. From this
point, subjectivism leaps to the more radical claim that
the individual is the sole determinant of what is morally
good or bad, or right or wrong.
Psychological Egoism- “Human beings are naturally self-
centered, so all our actions are always already
motivated by self-interest.”
It points out that there is already an underlying basis for
how one acts. The ego or self has its desires and
interests, and all his/her actions are geared toward
satisfying these interests.
Ethical Egoism - It prescribes that we should make our
own ends, our own interests, as the single overriding
concern. We may act in a way that is beneficial to
others, but we should do that only if it ultimately
benefits us.
Chapter II: Utilitarianism
• THE PRINCIPLE OF UTILITY
• For Jeremy Bentham (1748–1832), the principle of
utility is about our subjection to these sovereign
masters: pleasure and pain. On one hand, the principle
refers to the motivation of our actions as guided by our
avoidance of pain and our desire for pleasure. On the
other hand, the principle also refers to pleasure as good
if, and only if, they produce more happiness than
unhappiness.
• John Stuart Mill (1806–1873) supports Betham’s
principle of utility. He reiterates moral good as
happiness and, consequently, happiness as pleasure.
Mill clarifies that what makes people happy is intended
pleasure and what makes us unhappy is the privation of
pleasure. The things that produce happiness and
pleasure are good; whereas, those that produce
unhappiness and pain are bad.
•For Bentham and Mill, the pursuit for pleasure and the
avoidance of pain are not only important principles—
they are in fact the only principle in assessing an action’s
morality. Why is it justifiable to wiretap private
conversations in instances of treason, rebellion,
espionage, and sedition? Why is it preferable to alleviate
poverty or eliminate criminality?
• In determining the moral preferability of actions,
Bentham provides a framework for evaluating pleasure
and pain commonly called felicific calculus, common
currency framework that calculates the pleasure that
some actions can produce.
• Contrary to Bentham, Mill argues that quality is more
preferable than quantity. An excessive quantity of what
is otherwise pleasurable might result in pain. Whereas
eating the right amount of food can be pleasurable,
excessive eating may not be.
• TWO SOVEREIGN MASTER OF PRINCIPLES OF UTILITY
- Two sovereign masters of principle of utility,
pain and pleasure. It is for them to point out
what we ought to do, as well as to determine
what we shall do.
THE PRINCIPLE OF THE GREATEST NUMBER
• Utilitarianism is not only about our individual
pleasures, regardless of how high, intellectual, or in
other ways noble it is, but it is also about the pleasure
of the greatest number affected by the consequences of
our actions.
• Utilitarianism is not dismissive of sacrifices that
procure more happiness for others.
• Also, it implies that utilitarianism is not at all separate
from liberal social practices that aim to improve the
quality of life for all persons.
• Because of the premium given to the consequences of
actions, Mill pushes for the moral irrelevance of motive
in evaluating actions.
JUSTICE AND MORAL RIGHTS
• Mill understands justice as a respect for rights directed
toward society’s pursuit of the greatest happiness for
the greatest number. For him, rights are a valid claim on
society and are justified by utility.
• Utilitarians argue that issues of justice carry a very
strong emotional import because the category of rights
is directly associated with the individual’s most vital
interests. All of these rights are predicated on the
person’s right to life.
• Mill creates a distinction between legal rights and
their justification. He points out that when legal rights
are not morally justified in accordance to the greatest
happiness principle, then these rights need neither be
observed, nor be respected. This is like saying that there
are instances when the law is not morally justified and,
in this case, even objectionable.
• While it can be justified why others violate legal rights,
it is an act of injustice to violate an individual’s moral
rights. Going back to the case of wiretapping, it seems
that one’s right to privacy can be sacrificed for the sake
of the common good. This means that moral rights are
only justifiable by considerations of greater overall
happiness.
Chapter III: Natural Law
THOMAS AQUINAS- the prominent proponent of
natural theology. His notable work is the Summa
Theologiae ( summary of theology)
- Thomas divided his work into three parts, the
first dealing with the existence and nature of
God and the universe he created. The second
part discusses human activity and ethics, and
the third with Christ and the sacraments.
The Context of the Christian Story
• The fundamental truth maintained and elaborated by
Aquinas in all his works is the promise right at the
center of the Christian faith: that we are created by God
in order to ultimately return to Him (Summa
Theologiae).
• There are three parts to this voluminous work. The
second part deals with man or the dynamic of human
life. This is characterized by our pursuit of happiness,
which we should realize rests ultimately not on any
particular good thing that is created by God, but in the
highest good which is God Himself.
• In other words, salvation is only possible through the
presence of God’s grace and that grace has become
perfectly incarnate in the person of Jesus.
The Context of Aquina’s Ethics
• The Christian life is about developing the capacities
given to us by God into a disposition of virtue inclined
toward the good.
• For Aquinas, there is a sense of right and wrong in us
that we are obliged to obey (conscience). However, he
also adds that this sense of right and wrong must be
informed, guided, and ultimately grounded in an
objective basis for morality.
• Given the problems of this simplistic approach to
ethics of the divine command theory, we can contrast
how the moral theory of Aquinas requires the judicious
use of reason. In doing so, one’s sense of right and
wrong would be grounded on something stable: human
nature itself.
THE GREEK HERITAGE
Neoplatonic Good
• In the hands of the Neoplatonists, Plato’s idea of the
good, which is the source of all beings, becomes
identified with the One and the Beautiful. This is the
ultimate reality which is the oneness that will give rise
to the multiplicity of everything else in the cosmos. All
these beings have a single goal, which is to return to
that unity.
• Through Neoplatonists like Plotinus, the Platonic idea
of the good would continue well into the Christian
Middle Ages, inspiring later thinkers and allowing it to
be thought anew in a more personal way as a creative
and loving God.
Aristotelian Being and Becoming
• Any being, according to Aristotle, can be said to have
four causes – material, formal, efficient, and final.
We recognize that any being we can see around is
corporeal, possessed of a certain materiality or physical
“stuff.” We can refer to this as the material cause.
• The “shape” that makes a being a particular kind can
be called its form. Thus, each being also has a formal
cause.
• There is something which brings about the presence
of another being. This can be referred to as the efficient
cause.
• The sense of end or “that for the sake of which” a
thing is done is the final cause. A being has an apparent
end or goal.
Synthesis
• The idea of a transcendent good prior to all being
resurfaces in Aquinas in the form of the good and loving
God, who is Himself the fullness of being and of
goodness; as Aquinas puts it, God is that which
essentially is and is essentially good.
• However, while beings are good because they are
created by God, the goodness possessed by being
remains imperfect.
• Given that we are beings with a capacity for reason,
our way of reaching God is by knowing and loving Him.
• Under the governance of the Divine, beings are
directed as to how their acts are to lead them to their
end, which is to return to Him.
THE ESSENCE AND VARIETIES OF LAW
Essence
• In thinking about what is good for us, it is also quite
possible that we end up thinking exclusively of our own
good. Aquinas reminds us that this will not do; we
cannot simply act in pursuit of our own ends or good
without any regard for other people’s ends or good.
Since we belong to a community, we have to consider
what is good for the community as well as our own
good. This can be called the common good.
• A law, therefore, is concerned with the common good.
In a way, making of a law belongs either to the whole
people or to a public person who has care for the
common good or is tasked with the concern for the
good of the community or of the whole people.
Varieties
• Aquinas points out that while reflecting on our human
nature will provide us the precepts of the natural law,
these are quite general and would have to be made
more specific, and at the same time more concrete in
the actual operation of human acts. For this reason,
there is also human law.
Divine Law
• Is the law that is perceived as deriving from a
transcendent source, such as the will of God or Gods.
Human Law
• law refers to law that is made by humans, usually in
opposition to concepts like natural law or divine law.
Eternal Law
• It can refer to different concepts depending on the
context. It can be a religious term for the plan of divine
wisdom that directs and governs all creation.
Rational Law
• Is a term used to describe the ability of humans to do
actions based on their principles and belief.
Natural Law
• It is that all those things to which man has a natural
inclination, are naturally apprehended by reason as
being good, and consequently as objects of pursuit, and
their contraries as evil, and objects of avoidance.
Maxim
• A maxim is thought to be part of an agent’s thought of
process for every rational action, indicating in its
standard form: (1) the action,or type of action; (2) the
conditions under which is to be done; (3) the end or
purpose to be achieved by the action, or the motive.
• In Common with Other Beings
Human beings, are both unique and at the same time
participating in the community of the rest of creation.
Our presence in the rest of creation does not only mean
that we interact with creatures that are not human, but
that there is also in our nature something that shares in
the nature of other beings.
• In Common with Other Animals
Aquinas then goes on to say that there is in our
human nature, common with other animals, a desire
that has to do with sexual intercourse and the care of
one’s offspring.
• Uniquely Human
We have an inclination to do good according to the
nature of our reason. With this, we have a natural
inclination to know the truth about God and to live in
society.
• CODE OF ETHICS- is a guiding principle for teachers to
show proper behavior around the community at all
times whereas PROFESSIONAL TEACHING is what
teachers who represent the best in the profession and
set the highest standard for best practice.
• ATHEISTIC APPROACH
• Assumes that only matter exists and that man is
responsible only to himself since there is no God who
creates and rules the universe.
• THEISTIC APPROACH
• Begins with the assumption that God is the Supreme
Being.
• Everything must conform to God’s eternal plan of
creation.
• Man is accountable for his actions and deserves either
a reward or punishment in this life or in the next.
• Republic Act 6713
• This Act shall be known as the "Code of Conduct and
Ethical Standards for Public Officials and Employees."
• An act establishing a code of conduct and ethical
standards for public officials and employees, to uphold
the time-honored principle of public office being a
public trust, granting incentives and rewards for
exemplary service, enumerating prohibited acts and
transactions and providing penalties for violations
thereof and for other purposes.
SCIENCE, TECHNOLOGY AND SOCIETY
CHAPTER 1
LESSON 1
4 DIFFERENT DEFINITION OF SCIENCE
• SCIENCE AS AN IDEA
• SCIENCE AS AN INTELLECTUAL ACTIVITY
• SCIENCE AS A BODY OF KNOWLEDGE
• SCIENCE AS A PERSONAL AND SOCIAL ACTIVITY
SCIENCE AS AN IDEA
• Ideas
• Theories
• All available systematic explanations and Observations
about Natural and Physical world.
SCIENCE AS AN INTELLECTUAL ACTIVITY
• It encompasses a systematic and practical study of the
natural and physical world. This process of study
involves systematic observation experimentation.
SCIENCE AS A BODY OF KNOWLEDGE
• A subject or a discipline,
• A field of study, or a body of knowledge that deals
with the process of learning about Natural and Physical
world.
• This is what we refer to as school science.
SCIENCE AS A PERSONAL AND SOCIAL ACTIVITY
• Explains that science is both knowledge and activities
done by human beings to develop better understanding
of the world around them.
• It is a means to improve life and to survive in life.
• It is interwoven with people's lives.
WHY HUMANS ARE INTO SCIENTIFIC ACTIVITIES?
• To understand everything around them.
• To find answer and meaning to so many
questions.
• To provide noble ideas, philosophy, to provide or
possible explanations to certain alternative phenomena.
• Humans also used religion to rationalize the origin of
life and all lifeless forms.
WHEN DID IT START?
• 16-18TH CENTURY IN EUROPE
WHY IN EUROPE?
• THE INVENTION OF PRINTING MACHINE AND THE
BLOOMING OF INTELLECTUAL ACTIVITIES, GROWING
NUMBER OF SCHOLARS IN VARIOUS FIELD OF HUMAN
INTEREST.
WHAT DO WE MEAN BY SCIENTIFIC REVOLUTION?
• A period of drastic changes in scientific thought when
the development in the fields of Mathematics, Physics,
Astronomy, Biology, and Chemistry transformed the
views of society about nature which followed by the
period of enlightenment.
• It explained the emergence of modern
science as a result of these developments.
The ideas generated enabled the people to
reflect, rethink and reexamine their beliefs
and their way of life.
• Scientific Revolution is the golden age for people who
dedicated their life in Science, but it was also a deeply
trying moment to some scientific individuals that led to
their painful death or condemnation from the religious
institution who tried to conserve their faith, religion and
theological views. Some rulers didn't accept many of the
early works of scientists. But this did not stop people
especially scientist to satisfy their curiosity of the
natural and physical world.
SOME INTEL LECTUALS AND THEIR REVOLUTIONARY
IDEAS:
NICOLAUS COPERNICUS (1473-1543)
• Astronomer and Mathematician
• Adapted the "Heliocentric Model" suggesting the idea
that the Sun is the center of Solar System
• Published his book " On the Revolutions of the
Heavenly Sphere in 1543
CHARLES DARWIN (THEORY OF EVOLUTION)
• Suggested that all organisms are related and have
descended from a common ancestor
• Explains that complex creatures evolved
naturally from simplistic ancestors overtime
• He published a book entitled "The origin of Species" in
1589
SIGMUND FREUD
• FATHER OF PSYCHOANALYSIS
• Believes that when people explain their behavior, they
rarely give a true account of their motivation, not
because they are deliberately lying, but because they
are more adept at self deception
3 COMPONENTS OF THE MIND AFFECTING HUMAN
BEHAVIOR
1. Id - Is made up of unconscious psychic energy that
works to satisfy basic needs, urges and desires
2. Super Ego - Is composed of people's
internalized ideas acquired from parents and society
3. Ego - It mediates the demand of the Id, the Super Ego -traditional medicine that originated in
and the reality. ancient AFRICA before 2500 BC
CRADLES OF EARLY SCIENCE Bisht (1982) - mohenjo daro ruler

DEVELOPMENT OF SCIENCE IN MESOAMERICA INDIA

3 CIVILIZATIONS: • Aryabhatiya - introduced a number of
• Maya civilization trigonometric functions ,tables and technique
• Inca civilization algorithims of algebra
• Aztec civilization • Brahmagupta -also suggested that gravity was a force
of attraction and explained the use of zero as both a
MAYA CIVILIZATION placeholder and decimal digit
• astronomy
• one of famous civilization pyramid of chichen itza CHINA
• TWO COMPLICATED CALENDAR SYSTEM: • THE ACIENT CIVILIZATION WITH
- tzolkin SUSTANTIAL CONTYRIBUTIONS IN MANY AREAS LIKE
- haab MEDICINE, ASTRONOMY, SCIENCE, MATHEMATICS,
• technology for growing crops and buildings ARTS, PHILOSOPHY AND MUSIC
• mayan hieroglyphics • Traditional medicines- use of
different plant, animal and practices compass,paper
INCA CIVILIZATION- Scientific ideas and tool making
1.Road paved with stone • Technology- gunpowder and printing tools
2.Stone buildings • Astronomy- seismology and lunar calendar
3.Irrigation system and technique for storing water
4.Calendar with 12 months MIDDLE EAST COUNTRIES
5.Suspension bridge • THE MIDDLE EAST COUTRIES ARE DOMINANTLY
6.QUIPU OCCUPIED BY MUSLIMS THE INTELLECTUALIZATION OF
7.INCA TEXTILE MUSLIM PROVIDE THEIR SCHOLARS KNOWLEDGE TO
CREATE INNOVATIONS AND DEVELOP NEW IDEAS.
AZTEC CIVILIZATION- SCIENCE, TECHNOLOGY AND • Ibn al Haytham - father of optics
SOCIETY • Muhhammad ibn Musa alkhwarizmi- gave his name
1.MANDATORY EDUCATION to the concept of algorithm while the term algebra is
2.CHOCOLATE derive from al jabhr (the reunion of broken parts)
3.ANTISPASMODIC MEDICATION • Jabir ibn hayyan - father of chemistry
4.CHINAMPA • Ibn sina two notable works THE BOOK OF HEALING
5.AZTEC CALENDAR and THE CANON MEDICINE
6.INVENTION OF CANOE
AFRICA
DEVELOPMENT OF SCIENCE IN ASIA: • AFRICA IS BLESSED WITH NATURAL AND
• India MINERAL RESOURCES .SCIENCE ALSO EMERGED IN THIS
• China PART OF THE PLANET LONG BEFORE THE EUROPEAN
• Middle east COLONIZED IT.
• THE SCIENCE AND MATHEMATICS SHOWS THAT
ASIA SIMILAR TO OTHER ANCIENT CIVILIZATIONS.
• HOME OF MANY CIVILIZATION • Astronomy - used of three types of calendar
• HOST OF MANY CULTURAL ,ECONOMIC SCIENTIFIC • Metallurgy - they are known in the African regions
AND POLITICAL ACTIVITIES during ancient times. North Africa and the nile valley
imported iron technology from the near east region.
INDIA • Mathematics the lebombo bone from the mountains
• INDIA IS A HUGE PENINSULA SORRUNDED BY VAST between Switzerland and South Africa.
BODY OF WATER AND FORTIFIED HUGE MOUNTAINS
THEY ALSO CREATED VARIOUS IDEAS THAT CAN USE IN
THEIR DAILY LIVES
• AYURVERDA - ayur means life and veda means science
LESSON 2
Science, Technology, & Nation-Building
Brief Historical background of Science and Technology
in the Philippines
Before Colonization:
• The early inhabitants of the archipelago had their own
culture and traditions.
• Had their own indigenous knowledge system that
keeps them organized and sustained their lives and
communities for many years
• Baybayin
• Observed in a way they plant their crops that provide
them food, in taking care of animals to help them in
their daily tasks and for food production.
• Interpret the movements of heavenly bodies to
predict seasons and climates
• they discovered the medicinal uses of plants
• technology is used by people in building houses,
irrigations
• they developed tools for planting, hunting, cooking,
and fishing; for fighting their enemies and for
transporation, both on land and on waterways
• developed technologies in creating musical
instruments
• designs of gold, silver, jewelry, ceramics, and metal
tools in the development of different tools.
• trading with China, Indonesia, Japan and other nearby
countries.
Spanish Colonization:
• They established for boys and girls and introduced the
concept of subjects and disciplines.:
• focuses on understanding different concepts related to
the human body, plants, animals, and heavenly bodies.
• technology focuses on using and developing house
tools used in everyday life
• medicine and advanced science were introduced in
formal colleges and universities established by the
Catholic orders
• The Galleon trade has brought additional technology
and development in the Philippines. These allowed
other ideas, crops, tools, cultural practices, technology
and western practices to reach the country
• some Filipino students who were able to study in
Europe also contributed to the advancement of
medicine, engineering, arts, music, and literature in the
country
• The Spanish also contributed to the field of
engineering by constructing government buildings,
churches, roads, bridges and forts that would help
Philippines grow in modernization
American Colonization:
• They established the public education system,
improved the engineering works and the health
conditions of the people.
• Establish a modern research university, University of
the Philippines
• created more public hospitals
• mineral resources were explored and exploited
• transportation & communication systems were
improved (not accessible throughout the country)
• Learning of science in public and private schools
• teaching of science in higher education has greatly
improved and modernized
• researchers were done to control malaria, cholera, and
tuberculosis and others
After World War 2:
• institutions & public facilities were turned into ashes.
Houses were burned and many lives were destroyed
• human spirit to survive and rebuild the country is
strong but the capacity to bring back what was
destroyed was limited
• Reparation funds focused on building some
institutions like schools, hospitals, and transportation
systems
• the reparation money from Japan was also
concentrated on building highways and in providing
technological training and human resource
development in the country
• Focusing on using its limited resources in improving its
science and technological capabilities
• use of ODA or Overseas Development Allocations from
different countries to help the country
Development of Science and Technology in the
Philippines
Internal influences:
1. Survival
2. Culture
3. Economic activities
External influences:
1. Foreign colonizers
2. Trade with foreign countries
3. International economic demands
Government Policies on Science and Technology
Goal:
To prepare the whole country and its people to meet
the demands of a technologically driven world and
capacitate the people to live in a world driven by
science.
National Research Council of the Philippines
1. Social Sciences, Humanities, Education, International
Policies and Governance
• Integrating ASEAN awareness in basic education
without adding to the curriculum
• Emphasizing teaching in mother tongue
• Developing school infrastructure and providing for ICT
broadband
• Local food security
2. Physics, Engineering and Industrial Research, Earth
and Space Sciences, and Mathematics
• Emphasizing degrees, licenses, and employment
opportunities
• Outright grants for peer monitoring
• Review of R.A. 9184
• Harnessing science and technology as an independent
mover of development
3. Medical, Chemical, and Pharmaceutical Sciences
• Ensuring compliance of drug-manufacturing firms with
ASEAN
• Creating an education council dedicated to
standardization of pharmaceutical services and care
• Empowering food and drug agencies to conduct
evidence
• Allocating two percent of the GDP to research
• Legislating a law supporting human genome projects
4. Biological Sciences, Agriculture, and Forestry
• Protecting and conserving biodiversity by full
implementation of existing laws
• Use of biosafety and standard model by ASEAN
countries
• Promoting indigenous knowledge systems and
indigenous people's conservation
• Formulation of common food and safety standards
Department of Science and Technology
• Providing funds for basic research and patents related
to science and technology.
• Providing scholarships for undergraduate and
graduate studies of students in the field of science and
technology.
• Establishing more branches of the Philippine Science
High School System for training young Filipinos in the
field of science and technology
• Creating and developing science and technology parks
to encourage academe and industry partnerships
• Balik Scientist Program to encourage Filipino scientists
abroad to come home and work in the Philippines
• The establishment of the National Science Complex
and National Engineering Complex within the the UP
Diliman Philippine-American Academy of Science and
Engineering
• Establishment of national centers of excellence
• Manpower and institutional development programs
such as the ESEP to produce more PhD graduates in
science and technology
• Establishment of regional centers to support specific
industries that will lead the country in different research
and development areas
• Establishment of science and technology business
centers to assist, advise, and incubate
technopreneurship ventures
• Strengthen science education at an early stage
through the Philippine Science High School system
To embark various research and projects:
1. Use of alternative and safe energy
2. Harnessing mineral resources
3. Finding cure for various diseases and illness
4. Climate change and global warming
5. Increasing food production
6. Preservation of natural resources
7. Coping with natural disasters and calamities
8. Infrastructure development
Famous Filipinos in the Field of Science
School science is filled with names of foreign scientists:
Einstein, Galileo Galilei, Newton, Faraday, Darwin, and
many other Western scientists. We rarely hear of
Filipino scientists being discussed in science classes. Lee-
Chua (2000) identified 10 outstanding Filipino scientists
who have made significant contributions in Philippine
science. These scientists are also famous abroad
especially in different science disciplines: agriculture,
mathematics, physics, medicine, marine science,
chemistry, engineering, and biology.
These Filipino scientists are:
1. Ramon Cabanos Barba for his outstanding research
on tissue culture in Philippine mangoes
2. Josefino Cacas Comiso for his works on observing the
characteristics of Antarctica by using satellite images
3. Jose Bejar Cruz Jr. - known internationally in the field
of electrical engineering; was elected as officer of the
famous Institute of Electrical and Electronic Engineering
4. Lourdes Jansuy Cruz - notable for her research on sea
snail venom
5. Fabian Millar Dayrit - for his research on herbal
medicine
6. Rafael Dineros Guerrero III - for his research on
tilapia culture
7. Enrique Mapua Ostrea Jr. - for inventing the
meconium drugs testing
8. Lilian Formalejo Patena for doing research on plant
biotechnology
9. Mari-Jo Panganiban Ruiz- for being an outstanding
educator and graph theorist
10. Gregory Ligot Tangonan for his research in the field
of communications technology
LESSON 3
SCIENCE EDUCATION IN THE PHILIPPINES
• The Philippines is trying its best to improve the state
of science educationing the country.
• This lesson will dicuss the concept of science
education.
The Concept of Science Education
Science Focuses on:
• Teaching Science
• Learning Science
• Understanding Science
Teaching Science
• involves developing ways on how to
effectively teach science. This means exploring
pedagogical theories and models in helping teachers
teach scientific concepts and processes
Pedagogical Theory
• is a systematic conceptualization of
the process of education and conditions of human
development in both the individual and the societal life
sphere.
Learning Science
• on the other hand, includes both pedagogy and the
most interesting helping students understand and
aspect, which is helping students understand and love
science.
Understanding Science
• implies developing and applying science-process skills
and using science literacy in understanding the natural
world and activities in everyday life.
John Dewey (2001)
• American philosopher
• Educator
• He changed fundamental approaches to
teaching and learning.
• stressed the importance of utilizing the
natural environment to teach students.
In fact, Marx (1994) opines that science is going to be
one of the most important school subjects in the future.
Importance of Science Education
• Science education is justified by the vast amount of
scientific knowledge developed in this area that
prepares citizens in a scientifically and technologically
driven world.
• Science education provides skills and
knowledge that are necessary for a
person to live in what Knight (1986)
describes as the age of science and to
develop a citizenry that will meet the
goals of science in the society (Tilghman,
2005).
• Science Education in BASIC and TERTIARY
Education
BASIC EDUCATION
• helps students learn important concepts
• facts that are related to everyday life
• important skills such as:
• process skils, critical thinking skills, and
life skills.
TERTIARY EDUCATION
• Deals with developing
understanding
• appreciation of science
• ideas
• scientific works
• preparation
SCIENCE SCHOOLS in the PHILIPPINES
• science education supported by the government
• Various parts of the country.
• Philippine Science High School System (PSHSS)
• Special Science Elementary Schools (SSES) Project
• Quezon City Regional Science High School
• Manila Science High School
Central Visayan Institute Foundation
• SCIENCE SCHOOLS IN THE PHILIPPINES:
• PHILIPPINE SCIENCE HIGH SCHOOL SYSTEM (PSHSS) -
In 1963.the Republic Act (R. A) 3661
established Philippine Science High School.
• System or PSHSS - This school offers free scholarships
basis for secondary course to the gifted students of the
Philippines.
• FOUR EXISTING PSHSS CAMPUSES
1. PHILIPPINE SCIENCE HIGH SCHOOL
MAIN CAMPUS
2. EASTERN VISAYAS CAMPUS
3. WESTERN VISAYAS CAMPUS
4. SOUTHERN MINDANAO CAMPUS
• NOTABLE ALUMNI OF PSHSS
1. ALFONSO TOMAS PAGADUAN ARAULLO
- known as Atom Araullo
- a Filipino journalist, model, television presenter,
triathlete, occasional actor, and radio host.
2. JILLIAN THERESE ROBREDO
- youngest daughter of former Vice President Leni
Robredo
3. Bobby L. Castro & Angelita Maligalig
• SPECIAL SCIENCE ELEMENTARY SCHOOL (SSES)
PROJECT
• Started in June 2007 with 57 identified elementary
schools participated in the pilot implementation of SSES
project.
• his project is for children in public elementary school
to develop students with higher aptitude for science and
mathematics.
• Professional training is provided for the selected
teacher.
• Science if formally taught in grade one.
SSES Project Mission:
• provide a learning environment to science-inclined
children through a special curriculum that recognizes
the multiple intelligences of the learners;
• promote the development lifelong learning skills; and
• foster the holistic development of the learners.
• QUEZON CITY REGIONAL SCIENCE
HIGH SCHOOL
- Established on September 17, 1967.
Originally named as Quezon City Science High School
- A special science school for talented students in
science and mathematics .
- It focuses more on science and technology.
- Offers basic education courses
from DepEd for secondary education
- School that has a vision in giving maximum
opportunities for students who has passion and
intelligence in science.
- Supported also by the local governement and by the
PTA.
• MANILA SCIENCE HIGH SCHOOL
- Established on October 1, 1963.
- First Science High School in the country. Focus on
science and mathematics.
- Aims to produce scientist with soul.
1.Humanities courses
2.Extracurricular activities
- Requires MSAT (Manila Science High School Admission
Test) for those who want to enroll.
- The school produce outstandng alumni and other
recognitions for winning various national competitions.
• CENTRAL VISAYAN INSTITUTE FOUNDATION
- Year 1925, Fred Warner opened a secondary level
school in Duero, Bohol which is called Fil
You sent
- Dedicated the school to poor families of
Jagna and the neighboring towns who could not afford
to send their children to Tagbilaran. In the school year
1934-1935, the name of tne school was changed, from
Filipino-American High School to Central Visayan
Institute Foundation.
- The school produces successful
men and women like, Dr. Jose Abueva, former president
of the University of the
Philippines,
- Fomer Justice Bernardo Salas of the Court of Appeals,
Atty. Victor Nituda.
LESSON 4
INDIGENOUS SCIENCE AND TECHNOLOGY IN THE
PHILIPPINES
INDIGENOUS KNOWLEDGE SYSTEM
• Indigenous knowledge is embedded in the daily life
experiences of young children as they grow up
• Interwoven with culture and the environment.
• comprised of good values and life stories of people on
their daily life struggles.
SOME EXAMPLES:
• predicting weather conditions and seasons
• using knowledge in observing animals' behavior and
celestial bodies
• using herbal medicine
• preserving food
• classifying plants and animals into families and groups
based on cultural properties
• preserving and selecting good seeds for plating
• using indigenous technology in daily lives
• building local irrigation systems
INDIGENOUS SCIENCE
- Indigenous science is part of the knowledge system
practiced by different groups of people and early
civilizations (Gribbin, 2001; Mkapa, 2004; Sibisi, 2004)
- It includes complex arrays of knowledge, expertise,
practices, and representations that guide human
societies. (Pawilen, 2005)
- Ogawa (1995) claimed that it is collectively lived in and
experienced by the people of a given culture.
- Indigenous science includes everything practiced by
indigenous people both past and present. (Cajete, 2004)
- Science is part of a culture, and how science is done
largely depends on the cultural practices of the people.
laccarino (2003)
- Develop desirable values that are relevant or
consistent to scientific attitudes namely: (Johnston,
2000)
1. motivating attitudes
2. cooperating attitudes
3. practical attitudes
4. reflective attitudes
- Has developed diverse structures and contents
through the interplay between the society and the
environment. (Pawilen, 2005)
- Developmental stages of most sciences are
characterized by continual competition between a
number of distinct views of nature, each partially
derived from, and all roughly compatible with dictates
scientific observation and method. (Kuhn, 1962)
- uses Science Process Skills (such as observing,
comparing, classifying, measuring, problem solving,
inferring, communicating, and predicting)
- guided by Community Culture and Values (such as:
land is source of life; Earth is revered as "Mother Earth";
All living and non-living things are interconnected and
interdependent with each other; Human beings are
stowards or trustee of the land and other natural
resources. They have the responsibility to preserve it;
Nature is a friend to human beings-it needs respect and
proper care)
- composed of Traditional Knowledge (such as ethno-
biology, ethno-medicine, indigenous farming methods,
and folk astronomy)
WHY INDIGENOUS SCIENCE IS IMPORTANT?
- Like the ancient civilizations, indigenous science gave
birth the development of science and technology as a
field and as a discipline.
- this help the people in understanding the natural
environment and then coping with everyday life.
- UNESCO's Declaration on Science and the Use of
Scientific Knowledge (1999) recognized indigenous
science as a historical and valuable contribution to
science and technology.
CHAPTER 2
LESSON 1
HUMAN FLOURISHING
SCIENCE, TECHNOLOGY, AND HUMAN FLOURIST
• Eudaimonia, literally "good spirited," a term coined
by Aristotle to describe the pinnacle of happiness that is
attainable by humans; has often been translated into
"human flourishing“.
Human flourishing:
• It became human flourishing in literature , likening
humans to flowers achieving their full blooms
• (Friendship, wealth and power) Ancient Greek believes
these qualities gives seeker happiness
• Our concept of human flourishing today proves to be
different from Aristotle perceived then- humans of
today are expected to become a “man of the world”.
Working side by side among institutions and the
government to reach a common goal.
• Western civilization tends to be more focused on the
individual; based on an individual’s values rather than
his belief that the state is greater than him.
• The East is more community-centric; the community
takes the highest regard that the individual should
sacrifice himself for the sake of society.
• Every discovery, innovation, and success contributes to
our pool of human knowledge; human's perpetual need
to locate himself in the world by finding proofs to trace
evolution;
• the end goals of both science and technology and
human flourishing are related; in that, the good is
inherently related to the truth, which is two concepts
about science that ventures its claim on truth.
WHAT IS SCIENCE?
• The intellectual activity encompassing the systematic
study of the structure and behavior of the ph and
natural world through observation and experiment.
• A systematically organized body of knowledge on a
particular object.
• Is a systematic enterprise that builds and organizes
knowledge in the form of testable explanations and
predictions about the universe.
• Any system of knowledge that is concerned with the
physical world and its phenomena and that entails
unbiased observations and systematic experimentation.
What is Scientific Method?
• Is an empirical method of acquiring knowledge that
has characterized the development of science since at
least the 17th century.
• it involves careful observation, applying rigorous
scepticism about what is observed, given cognitive
assumptions can distort how one interprets the
observation.
Scientific Method
1. Observe
2. Determine the problem
3. Formulate
4. Hypothesis
5. Conduct experiment
6. Gather and Analyze
7. Formulate conclusion
8. provide recommendation
VERIFICATION AND FALSIFICATION THEORY
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, the 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 Vienna Circle.
• 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.
• Aside from above critique, this theory fails to weed
out bogus arguments that explain things coincidentally.
• American Philosopher Thomas Kuhn warned us
against bridging the gap between evidence and theory
by attempting to interpret the former according to our
own biased, that is whether or not we subscribe to the
theory.
Falsification Theory
• Falsification theory asserts that as long as an ideology
is not proven to be false and can best explain a
phenomenon over alternative theories, we should
accept the said ideology.
• It does not promote the ultimate adoption of one
theory but instead encourages research in order to
determine which among theories can stand the test of
falsification.
• The strongest one is that which is able to remain
upheld amidst various test 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.
• Due to the inconclusiveness of the methodologies
previously cited, a new school of thought on the proper
demarcation criterion of science emerged.
• Several philosophers such as Paul Thagard, Imre
Lakatos, Helen Longino, David Bloor, and Richard Rorty,
among others, presented an alternative demarcation
that explores the social dimension of science and
effectively technology.
• Sciences cease to belong solely to gown-wearing,
bespectacled scientist at laboratories.
• People who do not understand science are won over
when the discipline is able to produce results.
• In particular argument, however, science is not the
only discipline that is able to produce results that----
religion, luck, and human randomness of its
contemporaries in this field.
• For some communities without access to science, 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.
Science as Education
In the Philippines, a large distribution of science high
schools can be found, forging competition for aspiring
students to undergo rigorous science and mathematics
training based on special curricula.
• As Students are pre-conditioned that the field would
later land them high-paying jobs and a lucrative career
after graduation.
• Simply mastering science and technology would be
inadequate if we are to, say, socialize with people or
ruminate on our inner self.
• A true eudaimon recognizes that flourishing requires
one to excel in various dimensions such as linguistic,
kinetic, artistic, and socio-civic.
How much is too much?
• In 2000, world leaders signed the Millennium
Development Goals (MDG) that target eight concerns,
one of which states that they should be able to forge a
global partnership for development.
• Economists believe that growth is the primary
indicator of development, as both go hand in hand and
have put forth their in trying to achieve such.
• Technology has been a primary instrument enabling
them to pursue the said goal, utilizing resources,
machineries, and labor.
• The same analogy applies to the capacity of nature to
accommodate us, which Joseph Hickel contemplated on,
suggesting that developed countries should not push
forth more growth but instead adopt "de-development"
policies or else, everybody loses.
2. Used simple tools.
3. Nomadic style of life was practiced.
For instance, there are several excavations in different
part of Europe of miniature statues prevalent during the
Paleolithic period, the so called “VENUS” figure.
Depicts a rudimentary carving of voluptuous woman out
of ivory or stone.
Mesolithic Age
1. In terms of material culture, there was a great
amount of diversity and innovation as compared to the
Paleolithic Age.
2. Hunters in this period acquired greater skills in
exploiting animal and vegetable resources.

Neolithic Age
LESSON 2 1. Domesticated plants and animals.
TECHNOLOGY AS A WAY OF REVEALING 2. Settlement in permanent villages and the appearance
(THE HUMAN CONDITION BEFORE COMMON ERA) of crafts as pottery and weaving.

Homo erectus emerged about 2 million years ago. Metal Age is a term for the period of prehistory after
Discovery Date: 1891 the Stone Age, when people began to use metals for
Where lived: Northern, Eastern and Southern Africa; tools and weapons.
and East Asia (China and Indonesia).

Homo erectus was the first of our relatives to have

Human-like body proportions, with shorter arms and
longer legs relative to its torso. It was also the first
Hominin to migrate out of Africa, and the first to cook
food.

Homo sapiens, moreover, developed from initially living

mostly in natural shelters such as caves, to constructing
their own huts from wood or even mammoth bones,
and eventually forming settlements and cities from a
whole range of materials.

The Stone Age began about 2.6 million years ago, when
researchers found the earliest evidence of humans using
stone tools, and lasted until about 3,300 B.C. It has 3
distinct periods: Paleolithic, Mesolitic and Neolitic
Period.

Humans begin to sharpen stone as one would a knife; an

example of this is the simple machine called
wedge.

• PALEOLITHIC AGE
1. The inhabitants were dependent on their
environment. Men were hunters and women are
gatherers.
PURPOSIVE COMMUNICATION 1. “advocate truthfulness, accuracy, honesty and
CHAPTER 1 reason as essential to the integrity of
communication”
MODELS OF COMMUNICATION 2. “freedom of expression, diversity of
perspective, and tolerance of dissent to
achieve the informed and responsible decision-
making fundamental to a civil society”
3. “condemn communication that degrades
individual and humanity through distortion,
intimidation, coercion, and violence, and
through the expression of intolerance and
hatred”
4. “accept responsibility for the short- and long-
term consequences of our own communication
and expect the same of others”

• Culturally Sensitive and Bias-Free Language

1. Race and Ethnicity- Racism is a form of discrimination
against a person or persons of a different race.
2. Gender and Sexual Orientation- Sexism refers to the
prejudice and discrimination based on sex or gender.
3. Social Class- Class discrimination or classism is a form
of prejudice against a person or people because of their
social class.
4. Age- Ageism is a form of discrimination against other
people because of their age, or assuming that older
people are less physically, intellectually, or emotionally
able than other age groups.
5. Disabilities- Discrimination in this area often arises
because of lack of understanding and awareness.

TOOLS FOR CRITICAL AND CREATIVE REPORTS

1. Introduction
2. Performance
3. Plan the Speech
4. Eye Contact
5. Speaking Style
6. Hand Gestures
7. Recording the Speech for Feedback
8. Peer Evaluation
9. Appearance
10. Clothing
11. Good Grooming
12. Visual Aids
13. PowerPoint presentations
14. Handouts
15. Feedback
16. Conclusion
• Aristotle
• Claude Shannon and Warren Weaver
• Charles Egerton Osgood and Wilbur Schramm
• Eugene White
COMMUNICATION ETHICS
• British and American English
The most significant differences between British and
American English are in their pronunciations, their
vocabularies, and their spelling. There are grammatical
differences, too, but these are less important and harder
to describe, so we will pass over them for today.

• Ethics are a system of moral principles or rules that

say what is and is not acceptable.

• Public Speaking
According to the acclaimed public speakers Dale
Carnegie and Joseph Berg Esenwein (2007), “public
speaking is public utterance, public suance, of the man
himself; therefore, the first thing both in time and
importance is that the man should be and think and feel
things that worthy of being given forth.”

• TED Talks
A TED talk is a recorded public-speaking
presentation that was orginally given at the main TED
(technology, entertainment, and design) annual event or
one of its many satellite events around the world. All
the research in the world will not matter if one does not
fee strongly about the topic. After all, the slogan of TED
Talk is, “Ideas worth sharing.” and not, “A few O.K.
Ideas.”
PHILIPPINE POPULAR CULTURE • ADAPTATION OF CULTURE
-Parallelism – one culture in two places
• CULTURE -Diffusion – spreading of practices
• MATERIAL CULTURE – tangible things -Convergence – combined two culture
-clothing, tools, weapons, book, relics, artifacts, fossils -Fission – person is not willing to adapt the culture
• NON-MATERIAL – ideas or the intangible things -Acculturation – you have your own but you study the
-beliefs, tradition, practices other culture
-Accomodation – a society with different cultures are
• BELIEFS – ideas which operate the culture or traditions able to accommodate each practices mutually
-superstition - ideology -Assimilation – adapting big practices from small society
-attitudes - religion
-values •FILIPINO CULTURAL VALUES
• POSITIVE/ ACCEPTABLE CULTURE
• KNOWLEDGE – informations gathered or acquired • VALUES AND PRACTICES
-natural or supernatural 1. Balikatan system
2. Bayanihan system
•NORMS – rules, standards, prescription and socially 3. “pakikisama” conformity
shared expectations 4. Smooth interpersonal relationship (SIR)
A. MORES- moral conducts 5. Pakikiramay
B. FOLKWAYS- customary practices 6. Compadre/ comadre system
7. Utang na loob/ sense of gratitude
• SANCTIONS - a set of norms which prescribed and 8. Desire for socio-economic improvement
expected to society 9. Hospitality value
• LANGUAGE – mode of communication on a certain 10. Fiesta celebration
place 11. Familism/ close family relation
12. Fun loving trait
• VALUES – shared ideas about desirable goals 13. Compassionate
14. Regionalism
• CHARACTERISTICS OF CULTURE 15. Friendly
- Culture is learned and acquired 16. Flexible/ magaling makibagay
- Culture is shared and transmitted 17. Religious
- Culture is adaptive and dynamic 18. Respect for elders
- Culture is cumulative 19. Resourcefulness
- Culture is ideational
- Culture gratifies human needs CHAPTER 1: FILIPINO CULTURE AND SYMBOLS
- Culture is social
- Culture is integration I.
• It is one of the best beaches in the world located at
• FUNCTIONS OF CULTURE the closest town of Malay in Aklan.
- It serves as the trademark of the people in the BORACAY
society
- It gives meaning to a man’s existence • It is the capital city of Palawan, known as “Princess
- Culture unifies diverse behavior City in the Last Frontier”.
- Culture provides social solidarity PUERTO PRINSESA
- Culture establishes social personality
- Culture provides systematic behavioral patterns • It is the world's most perfect volcano cone and it is
- Culture predict social behavior located at Albay, Southeast Luzon.
- Culture provides social structure category MAYON VOLCANO

• MODE OF ACQUIRING CULTURE • This island were shaped from uplifted coral deposits
- Imitation by the erosional action of rain waters and ground
- Indocrination or suggestion waters.
- Conditioning HUNDRED ISLANDS
• It is best known as “Summer Capital of the • The popular nickname for Flavio, the metal smith.
Philippines”. ANG PANDAY
BAGUIO
• Filipino tradition that is observed with devotion and
• It is the highest mountain in the Philippines located at popularity.
Davao del Sur at Mindanao. UNDAS
MT. APO
• A festival held in the Philippines in the month of May.
• Mt. Apo has an elevation of ____ meters above sea It is one of the May devotions to the Blessed Virgin
level and is considered as strato volcano. Mary and lasts for the entire month.
2954 meters FLORES DE MAYO

• Baler Church is known as_____ that was built by the • A tradition interpreted as a gesture of respect for the
Spanish in the late 18th century. people inside the house.
SAN LUIS OBISPO DE TOLOSA CHURCH TAO PO

• The oldest city in the Philippines.
CEBU CITY
• The first owner of the Malacañang.
DON LUIS ROCHA
• It is the Kapeng Barako capital of the Philippines
LIPA, BATANGAS
• It is a roasted suckling pig and it is one of the most
popular dishes in the Philippines.
LECHON
• Traditional Filipino custom of formally proposing a
wedding by asking for permission to the family of the
partner.
PAMAMANHIKAN
• It is known as the Market of markets.
DIVISORIA
• Was created in 1966 with the purpose of promoting
and preserving the best of Filipino arts and culture.
CULTURAL CENTER OF THE PHILIPPINES

• He was considered as the National hero and known for

his literary works, Noli Me Tangere and El Filibusterismo. II.
JOSE P. RIZAL • Banaue Rice Terraces is considered as the “Eighth
Wonder of the Philippines.”
• It is the most famous tourist spot in Bohol. TRUE
CHOCOLATE HILLS
• Malacañang’s first owner was a Spanish nobleman,
• It is refreshing dessert with layers of shaved ice and Colonel Don Miguel Formento.
condensed milk on top of all sorts of ingredients for an FALSE
end result that packs in lots of contrasting textures,
from chewy to crunchy, creamy to sticky. • University of Santo Tomas is the oldest extant
HALO-HALO university charter in Asia.
TRUE
• It is an embroidered long-sleeved formal shirt for men
and a national dress of the Philippines. • Cultural Center of the Philippines was opened on
BARONG TAGALOG September 8, 1967.
FALSE
• He is the Filipino Olympic figure skater.
MICHAEL CHRISTIAN MARTINEZ • Wall of Intramuros is one of the major sites of the
• He is identified as a soft-spoken folk-tale hero and also Philippine colonial period up to the Japanese
known as “King of Action Movies”. Commonwealth.
FERNANDO POE JR. TRUE
• Nightlife in Boracay is absolutely taken care by the • Philippine Eagle is also known as the “berry eating
locals and the entrepreneurs. eagle”
TRUE FALSE

• Mayon Volcano rises 2,500 meters above sea level. • Torogan is reserved for important celebrations and
FALSE political events.
TRUE
• Hundred Islands is situated off the coast of Alaminos
in Pangasinan in North. • The three forms of arnis are espana y daga, solo
TRUE baton, and sinawali.
TRUE
• Corregidor was a signal station where bonfires were lit
to apprise Manila of a home-coming galleon. • The University of the Philippines was founded on July
TRUE 18, 1908.
FALSE
• Spanish Governor Don Joaquin Rajal and his team
made the first successful climb of Mount Apo’s summit. • The CCP holds its office at the Tanghalang Pambansa.
TRUE TRUE

• Pakikisama goes deeper in a way than just merely • Lemon is a heart-shaped, smooth-skinned tropical
Pagdadamayan. fruit takes in the golden yellow of the sun
TRUE TRUE

• Carlos Francisco’s famous mural in oil, Bayanihan was • Cebu is one of the oldest city in the Philippines.
done in 1959, which capturing the Bayanihan Spirit. TRUE
FALSE

• What make Filipinos different from other nationalities

is their way how they show respect to elders and other
older relatives. III.
TRUE • NATURAL WONDERS OF THE PHILIPPINES
1. Boracay Beach
• Undas is a term which originated from the Spanish 2. Taal Lake and Taal Volcano
phrase “honras de funebre” or “to honor the death” 3. Hundred Islands
TRUE 4. Corregidor Island
5. Chocolate Hills
• The scenario of family reunions varies from region to 6. Cebu City
region, family to family. 7. Baguio City
TRUE 8. Puerto Prinsesa City, Palawan
9. Mount Apo
• The Manunggul Jars is a secondary burial jar excavated 10. Pasig River
from a Neolithic burial site in the Manunggul Cave of
the Tabon Cave. • FAMOUS FOODS IN THE PHILIPPINES
TRUE 1. Buko Pie
2. Kapeng Barako
• Arnis, is also known as Kali or Eskrima. 3. Lechon
TRUE 4. Adobo
5. Sinigang
• Balut was originally from the Philippines. 6. Kinilaw/ kilawin/ kilawin
TRUE 7. Pan De Sal
8. Balut
9. Halo-halo
• FAMOUS BUILT STRUCTURE AT THE PHILIPPINES
1. Banaue Rice Terraces
2. Vigan
3. Malacanang Palace
4. Spanish Lighthouses
5. Bamboo Organ
6. Manila Hotel
7. Manila Metropolitan Cathedral/ Basilica of the
Immaculate Conception
8. Quiapo Church
9. Shrine of Our Mother of Perpetual Help,
Baclaran
10. 10.Iglesia ni Cristo
11. University of the Philippines
12. Ayala Museum
13. Wall of Intramuros
14. Luneta/ Rizal Park
15. EDSA (Epifanio De Los Santos Avenue)
16. Villa Escudero Plantation and Resort
17. Barasoain Church in Malolos, Bulacan/ Our
Lady of Mt. Carmel Parish Church

• MATERIAL SYMBOLS OF THE FILIPINO CULTURE

1. Jeepney
2. Sarimanok
3. Parol
4. Torogan
5. Muslim Mosque
6. Brass Band
7. Nipa Hut
8. Salakot
9. Sampaguita
10. Bayong
11. Vinta
12. Sungka
13. Buko Pie
14. Balik Bayan box
15. Barong Tagalog
16. Banig
17. Tinikiling
18. Philippine Eagle
19. Kapeng Barako
20. Indigenous Handwoven Textiles
21. Mununggul Jars
22. Kundiman
23. Arnis
24. Lechon
25. Adobo
26. Sinigang
27. Kinilaw/ kilawin/kilawin
28. Pan De Sal
29. Balut
30. Halo-halo