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Study Guide in GE 6: Science, Technology, and Society Module No. 8
STUDY GUIDE FOR MODULE NO. 8
WHEN TECHNOLOGY AND HUMANITY CROSS
MODULE OVERVIEW
Humans aiming for a good life should cautiously think while dealing with science and technology.
This module presents documents that have very high importance in ensuring the consideration and protection
of human rights and the well-being of the human person in the advancements in science and technology. This
section focuses on S. Romi Mukherjee's article on human rights-based approach to science, development,
and technology, and the cited documents in the article that contain their key principles.
MODULE LEARNING OBJECTIVES
At the end of this Module, you must have achieved the following:
1. distinguished documents and their principles that protects the well-being of humans amid scientific
and technological advancements
2. analyzed human rights in order to sustain such rights in technological ethical dilemmas.
DIAGNOSTICS
Before continuing this Module, let us have a short diagnostic test to determine your beliefs regarding human
rights and science and technology. Choose the statements below that you agree on.
1. Every human being has the same rights in science and technology.
2. Human rights are the same for everyone.
3. Human rights are not relevant in determining research and technology development areas of
scientists.
4. Indigenous knowledge should be considered in science and technology development.
5. It is allowed that the government tracks anyone to ensure national security.
6. It is necessary to always consider human rights when making science-related decisions.
7. Science and technology create solutions to problems, and problems arising from these solutions
are not due to science itself but the implementation of policymakers.
8. Sometimes, it is necessary to deceive people from science-related experiments, such as drug
tests, to ensure science progress.
9. The driving force of science and technology development is the needs of humans.
10. The public should be informed on science-related matters that affect them or their community.
HUMAN RIGHTS-BASED APPROACH TO SCIENCE, TECHNOLOGY, AND DEVELOPMENT
According to S. Romi Mukherjee in the article Linking science and human rights: Facts and figures, “a
human rights-based approach to science, technology and development seeks to place a concern for human
rights at the heart of how the international community engages with urgent global challenges.” Having a
human rights-based approach to science and technology allows agencies and systems to take into
consideration human rights in making decisions, defining responsibilities, and developing programs and
interventions.
According to the UN Development Programme, this “leads to better and more sustainable outcomes
by analyzing and addressing the inequalities, discriminatory practices and unjust power relations which are
often at the heart of development problems. It puts the international human rights entitlements and claims of
the people (the 'right-holders') and the corresponding obligations of the state (the 'duty-bearer') in the centre
of the national development debate, and it clarifies the purpose of capacity development.”
An illustration given was in virus studies. In a human rights-based approach, scientists should take
into consideration the potential of viruses being weaponized while seeking medical answers.
The human rights-based approach also acknowledges that scientific and technological information is
a basic human right; that is, everyone should have access and participation to scientific information and
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technologies. This recognizes the social aspect of science and technology. When implementing policies and
creating conditions, society’s welfare and participation should always be minded by different agencies and
organizations involved in science and technology.
Human rights and science and technology complement one another: scientists depend on human
rights to protect their freedom, while humanity depends on science for its well-being. Also, human rights give
ethical and moral standards on certain issues that science and technology may create while science can help
bolster human rights such as providing developments for communication, sharing of information and
application of law.
KEY DOCUMENTS AND THEIR PRINCIPLES THAT ENSURE THE WELL-BEING OF HUMANS
The United Nations General Assembly proclaimed the Universal Declaration of Human Rights
(UDHR) on December 10, 1948, as the global standard of fundamental human rights for universal recognition
and protection. Therefore, once worth is due to being human. Human dignity is an ultimate core value of
our existence. Once this is recognized, we become more progressive.
In his article, Mukherjee also identified some international statutes, declarations, and decrees to ensure
human rights are protected in the pursuit of science and technology development. Among these are the
following:
1. Universal Declaration of Human Rights (UDHR) (1948). This includes 30 articles covering the
rights of human beings. This declares that the worth of a human being is being human itself. In
the declaration, it is identified that all humans should have access and should benefit from
advances of science and technology. Indirectly, the declaration also alludes that science and
technology is important in fulfilling human rights, such as the right to healthcare, education, and
freedom of expression. Science and technology also help in helping prevent human rights
abuses and ensuring human respect.
2. UNESCO Recommendation on the Status of Scientific Researchers (1979). This document
declares the standards of how researchers in the field of science and technology should operate.
This also shows the steps that should be taken to ensure that the role of researchers in scientific
progress is recognized. Furthermore, this highlights academic freedom, the right to choose a
research field, and other rights of researchers (freedom of expression, compensation, and access
to necessary information). This also calls for support to empower scientists and elevate their
status.
3. UNESCO Declaration on the Use of Scientific Knowledge (1999). This document declares
how science and technology should be used. This highlights the importance of science and
technology for the betterment of society. This also recognized that irresponsible implementation
of science and technology programs may have negative effects. The document also implies the
need for public participation, equitable access to scientific knowledge, and the consideration of
ethical principles in scientific research and its applications.
4. International Covenant on Economic, Social and Cultural Rights (1966). This covenant
announces that there are certain fundamental human rights, such as education, work, cultural
rights, health, and social security. Science and technology will play a vital role in the attainment
of these goals through the different developments that would assure efficient and equitable
distribution of services to citizens.
5. Declaration on Social Progress and Development (1969). This document asserts that
everyone has the right to a decent standard of living. Thus, exploitation and discrimination should
be suppressed. Nations should also ensure that the conditions of living of citizens are assured
and improved, economic growth is promoted, and human flourishing is emphasized. Though not
mentioned directly, science and technology will play an important role in the attainment of these
declarations.
6. Declaration on the Use of Scientific and Technological Progress in the Interest of Peace
and for the Benefit of Mankind (1975). This declaration asserts that science and technology can
be used to attain peace and common good. Thus, it is necessary for all nations to cooperate to
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ensure that science is being used responsibly. It also proclaims the benefit that humanity can
attain through science and technology, that everyone should benefit from these advancements,
and that when misused, science and technology can cause massive harm to everyone.
7. Universal Declaration on Bioethics and Human Rights (2005). This declaration is specific for
issues in the field of bioethics, which deals with ethics in biological sciences and medicine. This
declaration asserts that in the advancement of biological sciences, it is imperative that human
rights and freedoms are respected. Several issues which the declaration can be applied to
include those in genetics, human experimentation, and medical sciences. It emphasizes respect
for human dignity in advancing the sciences.
8. The Declaration of Dakar (2007). Mostly aimed to African nations, the Declaration of Dakar
declares the importance of science and technology in ensuring that global problems such as
inequalities in education, health, and over-all well-being are addressed. For science and
technology, this declaration recognizes how science and technology is necessary to achieve
social development and progress.
9. The Cairo Declaration (2006). In the context of science and technology, the Cairo Declaration
aims to proclaim the importance of sustainable development goals and how these goals can be
sustained. Actions that were identified in the document include cooperation between nations
around the world, emphasis on building the capabilities in technology and scientific development,
and technology transfer. Ultimately, it aims to address global problems such as inequality and
environmental issues. It also announces the importance of having equity in access to scientific
developments and using science in human welfare and well-being.
The contents of the said documents and their implications, Mukherjee believed, should not be only written
on paper but practiced by the different nations that impose them. By applying a human rights-based
approach, society will flourish as science and technology does.
Now that you have seen the importance of a human rights-based approach to science and
technology, we will look at specific issues that concern the intersection between humanity and technology.
This includes issues between humanity and robots and humanity, gadgets, and the Internet.
HUMANS AND ROBOTS
Automation, increasing sophistication of computers, and robots may be threatening the usefulness of
humans and threatening human employment. The development of artificial intelligence may make robots act
or decide like humans. This possibility needs reflection regarding ethical considerations concerning robots.
It is very difficult to define what a robot is, and many people may disagree of what a robot really is.
Generally, a robot is an “autonomous machine capable of sensing its environment, carrying out computations
to make decisions, and performing actions in the real world”. Autonomy in robots may vary, from having some
outside control to having virtually no external influence.
According to Dylan Evans in his article “The ethical dilemma of robotics”, some countries are drawing
ethical codes and legislation regarding human abuse to robots and vice versa. The development of emotional
robotics which allows robots to recognize human expressions of emotion and to engage in behavior that
humans readily perceive as emotional also contributes to the ethical dilemma regarding robots and humans.
These issues are not new. For example, in 1942, Isaac Asimov developed the famous “Three Laws
of Robotics” as written in his short story Runaround. These laws are:
First Law: A robot may not injure a human being or, through inaction, allow a human being to
come to harm.
Second Law: A robot must obey the orders given it by human beings except where such orders
would conflict with the First Law.
Third Law: A robot must protect its own existence as long as such protection does not conflict with
the First or Second Laws.
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These rules are given to ensure that robots behave ethically and prevent doing harm. Following the
rules means that these rules must be programmed to robots. However, what if the programming fails? In
addition, technology constraints will make following these rules difficult. Research in human recognition,
language processing, and other areas should be extensively done to assure that these rules are followed.
Evans argued that there will be issues that we would face when robots become sentient. Issues on
safety (if a robot injured someone, whose fault is it?), blame (if a robot made a wrong decision, who should we
blame?), rights (can robots be allowed to own property or marry?), and value of humanity (can robots replace
humans?) are just some of the issues that he raised. He said that some are concerned regarding robots that
can show and perceive emotion, which might make us feel more machine-like. He questioned whether
imposing the rights of humans to robots might decrease our own specialness. He was also worried about the
use of robots in the military, where robots allow one side to be unharmed, but may cause great destruction to
its opponent.
LEARNING ACTIVITY
In his article, Evans outlined some of the problems that humanity may face as robotics flourishes. Read
the article “The ethical dilemmas of robotics”. Then share your thoughts to the class based on the following
questions.
a. What are the ethical dilemmas posed by robotics?
b. Using a human rights-based approach to science and technology, how can we solve these problems or
issues?
HUMANS, TECHNOLOGY, AND THE INTERNET
Almost every household contains television sets, mobile phones, and computers. There are hundreds
of millions of mobile phone subscriptions, millions of active Facebook accounts, and several hours of mobile
phone and computer interface. The Philippines has currently one of the highest digital populations in the
world and is the fastest-growing application market in Southeast Asia.
These devices are used as platforms for advertisements, propaganda, and advocacies for
communication, for information dissemination, as recreational activity, and stress reliever, and as way to bond
with family members. Though there are uses, some argue that there are ethical dilemmas that these
advancements bring forth. These include:
1. The internet and gadgets can give people a form of entertainment and can influence our behaviors
positively. It can make us happy when we are sad, satisfy our curiosities when we are not content.
However, it can also influence us negatively. Studies show that when taken too seriously, we feel
negative emotions when using these gadgets or watching television. Studies by the American
Academy of Pediatrics, for example, found out that violence seen in television can influence the
viewer to be more aggressive and be more desensitized with violent behavior.
2. Television and other gadgets might make individuals lazy and unhealthy. Everything becomes much
easier, and effort might not be given to even the simplest tasks. Also, lifestyles that rely on gadgets
encourage inactivity. Instead of going outdoors, we tend to be glued in front of screens. However, for
some people, these are the only way on how they can experience the world vicariously. Through the
internet and television, one could travel outdoors without spending too much.
3. Television and the internet can connect people with one another. They offer ways to communicate
with other people and share ideas and views. They can also be bonding activities between family
members. However, people may become alienated from other people because they are fixated with
these devices. Some may replace time for connecting with people with connecting with gadgets.
Instead of connecting with people, they tend to separate them.
4. The internet and television are very cheap and good sources of information. It can expose you to
different points of view and can influence you to expand your mind and be more informed. News
shows can keep you informed, educational shows can teach new things, and do-it-yourself shows can
teach you some skills. However, it can also be avenues of false information that sometimes can be
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very dangerous. The internet, for example, is full of fake news that almost everyone can access.
Also, people who are unable to distinguish between what is right and wrong are exposed to things
which are not suitable for them. Sex, crime, and violence can now be at reach of everyone, even
children.
LEARNING ACTIVITY
After reading the article in your asynchronous activity 1.2, answer the following questions:
1. Read the identified documents in the article Linking science and human rights: Facts and figures and
look for the articles that pertains specifically for science, technology, and human rights. You will be
assigned in groups and will be assigned the document to read and will be shared to the class. In
reading the documents, answer the following:
a. What is the document all about?
b. What section or article of the document focuses on science, technology, and human rights?
c. How does the document ensure that human rights are being protected in the context of science
and technology?
2. What do you think are the challenges in implementing the contents of these documents? How can we
overcome these challenges?
SUMMARY
The following learning points summarize what you have learned in this section:
Human rights are vital and should be highly considered when examining on how science, technology,
and development can foster human well-being. Human rights are also poors’ and vulnerables’ rights
and protection from the negative impacts of science and technology, uneven distribution of goods,
services, to natural and intangible resources. This can be an effective approach in bridging the gaps
between the rich and poor people or countries and it will lead them to flourish together through
science and technology.
In other words, Human rights-based approaches should not be only printed or merely decorative on
paper but performed by the nations that enact them.
With regards science and technology, the approach demands scientists to think ahead on how their
work and the knowledge they make affects, secure and affirm human rights.
A rights-based approach to science follows to establish equitable participation of everyone such as
the access to scientific information and benefits of scientific advancement.
There are certain issues on humanity on robotics. Issues on safety, blame, rights, and value of
humanity are just some of the issues that one can identify. He said that some are concerned
regarding robots that can show and perceive emotion, which might make us feel more machine-like.
He questioned on whether imposing the right of humans to robots might decrease our own
specialness. He was also worried on the use of robots in the military.
The internet and other gadgets also impose some issues on humanity. These include issues on
communication, behavioral influence, information, and effects on intelligence.
REFERENCES
Evans, D. (2007, March 9). The ethical dilemmas of robotics. BBC News. Retrieved from
http://news.bbc.co.uk/2/hi/technology/6432307.stm
Leonard, Gerd (2016). TECHNOLOGY vs. HUMANITY: The coming clash between man and
machine. pp. 18-20. Fast Future Publishing Ltd 2016. Retrieved from:
https://scholar.google.com/scholar?
hl=tl&as_sdt=0%2C5&q=en+technology+and+humanity+cross&btnG=
Mukherjee, S. R. (2012). Linking Science and Human Rights: Facts and Figures. SciDevNet.
Retrieved from https://www.scidev.net/global/human-rights/feature/linking-science-and-human-rights-
facts-and-figures.html#:~:text=A%20human%20rights%2Dbased%20approach%20to%20science
%2C%20technology%20and%20development,engages%20with%20urgent%20global%20challenges.
Quinto, Edward Jay M. and Nieva, Aileen D. (2019). Science, Technology, and Society. pp 111-122.
Quezon City: C&E Publishing.
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