Science, Technology, and Society – Sustainability & Global Citizenship

Sustainability

  • Central question slide: “WHAT IS SUSTAINABILITY?”

    • Implied need to balance environmental, economic, social dimensions for current & future generations.

    • Connected later to SDGs and Laudato Si’ (care for our common home).

Intended Learning Outcomes (ILOs)

  • After the lecture, learners should be able to:

    • Recognize importance of the STS movement in promoting science & environmental literacy toward sustainability.

    • Analyze relationships of science & technology with local & global societies.

    • Apply scientific process in everyday life as global citizens.

STS: Definition & Scope (CHED CMO 20 s. 2013)

  • “Interactions between science and technology and social, cultural, political, and economic contexts which shape and are shaped by them; illustrated with examples throughout history.”

  • Guiding reflection questions posed to students:

    • What is your role in society?

    • Why learn about the natural environment?

    • Why learn about the artificially-constructed environment?

STS Education – Key Literature

  • Aikenhead (1994, 2003)

    • Prominence in school science curriculum.

    • Paradigm of STS Teaching & Learning (1992/1994).

  • Fensham (1985, 1988)

    • Broad-based curriculum embedded in socio-political & cultural contexts.

    • Engage students with multiple perspectives on S&T impacts.

Paradigm of STS Teaching & Learning (Aikenhead)

  • Flow diagram (simplified):

    • Technology<em>1  (−)→Science concepts→Science skills (inquiry)→Technology</em>2  (+)</span></p></li><li><p><spanstyle="font−family:Arial">Society’sresponse\text{Technology}<em>1 \;(-) \rightarrow \text{Science concepts} \rightarrow \text{Science skills (inquiry)} \rightarrow \text{Technology}</em>2 \;(+)</span></p></li><li><p><span style="font-family: Arial">Society’s response

  • Example: Global Warming (GW)

    • Technologies leading to GW → Science concepts about GW → Science skills → Technologies to address GW ↔ Societal response.

Global Citizenship (GC) & GC Education (GCED)

  • UNESCO 2014 definition: “Sense of belonging to a broader community beyond national boundaries; stresses common humanity & inter-connectedness between local/global, national/international.”

  • GCED 4 Pillars (UNESCO 1996)

    • “Learning to know”

    • “Learning to do”

    • “Learning to be”

    • “Learning to live together”

  • UNESCO 2013 – GCED & ESD shared dimensions

    • Cognitive: knowledge, critical thinking re: global issues & inter-dependency.

    • Socio-emotional: sense of common humanity, empathy, solidarity, respect for diversity.

    • Behavioural: act responsibly at local, national, global levels for peace & sustainability.

Importance of STS (Public Engagement)

  • Earth Day (April 22) highlighted.

  • Montage of protest posters (March for Science 22 April 2017): emphasis on

    • “Science improves decisions”, “Science reveals reality”, “Climate change is real”, “Science serving the common good”, etc.

  • Quote from MarchforScience.com: “In the face of an alarming trend toward discrediting scientific consensus … can we afford not to speak out in its defense?”

  • Philippine context: 2019 National Science & Technology Week slogan “Enabling Technologies for Sustainable Development”.

Science, Technology & Misinformation

  • COVID-19 media collage (July 31 2020):

    • PH cases 93,35493{,}354; deaths 2,0232{,}023; recoveries 65,17865{,}178.

    • Global cases 17,312,02517{,}312{,}025; deaths 673,527673{,}527; recoveries 10,148,82610{,}148{,}826 (Johns Hopkins data).

    • Examples of dubious statements (e.g., “gasoline as disinfectant”).

  • Fake-news slide (NaturalNews, red-zone hoax, earthquake hoax, polio-vaccine scare): illustrates need for science literacy.

Climate-Change Denial “Hall of Shame”

  • Rex Tillerson: acknowledges GHG rise but claims limited predictive ability.

  • Reince Priebus: “melting icebergs aren’t beheading Christians.”

  • Donald Trump: “concept of global warming created by the Chinese.”

  • Scott Pruitt: doubts CO⁠₂ is a primary contributor.

  • Mike Pence: frames issue as jobs vs climate action.

Thomasian Identity & STS

  • UST “SEAL” graduate attributes: Servant-Leader (compassion), Effective Communicator/Collaborator, Analytical & Creative Thinker, Lifelong Learner.

  • STS seen as integral to forming competent, compassionate global citizens.

Laudato Si’ (Encyclical on Care for Our Common Home)

  • Lecture will integrate activities/questions from Laudato Si’ (supplementary materials in Canvas).

  • Encourages ecological conversion & integral ecology.

Principle of the Common Good

  • TED-Ed video: The Tragedy of the Commons; case study: bleeding town of Zambales (mining-related environmental degradation).

  • Reflection prompts:

    • Purpose of life? Why are we here? What is the goal of our work? What does the earth need from us?

Science in the Pandemic – Example of Misguided Advice

  • Infographic: Health hazards of gasoline exposure

    • Short-term: coughing, wheezing, headaches, dizziness, blurred vision, etc.

    • Long-term/high-level: brain disease, heart arrhythmia, memory loss, even death.

    • Lethal adult dose ≈ 350 g350\text{ g} (≈1212 oz); child fatal dose ≈ 10−15 g10{-}15\text{ g}.

  • UST College of Science statement:

    • Supports calls for ECQ, mass testing, systematic contact tracing.

    • Urges leaders to avoid unscientific remarks; demands larger role for scientists in policymaking.

Sustainable Development Goals (SDGs)

  • 17 Goals adopted by UN Member States (2015)

    1. No Poverty

    2. Zero Hunger

    3. Good Health & Well-being

    4. Quality Education

    5. Gender Equality

    6. Clean Water & Sanitation

    7. Affordable & Clean Energy

    8. Decent Work & Economic Growth

    9. Industry, Innovation & Infrastructure

    10. Reduced Inequalities

    11. Sustainable Cities & Communities

    12. Responsible Consumption & Production

    13. Climate Action

    14. Life Below Water

    15. Life on Land

    16. Peace, Justice & Strong Institutions

    17. Partnerships for the Goals

  • Described as a “shared blueprint for peace and prosperity”; ending poverty must co-occur with climate action, protection of oceans & forests, etc.

Social Theories Relevant to SDGs & STS

  • Social Darwinism

    • Misapplication of Darwin’s natural selection to justify social hierarchies/inequality.

    • Critical lens: How might such thinking hinder SDG 10 (Reduced Inequalities) or SDG 5 (Gender Equality)?

  • Social Exchange Theory

    • Human interactions framed as cost-benefit exchanges.

    • Filipino context: pakikipag-kapwa and utang na loob reshape perceived costs/benefits; cooperative behaviour can accelerate community-level SDG initiatives.

Societal Cases for STS Intervention

  • Shortage of Sustainable Water

    • Calls for integrated S&T solutions (e.g., desalination, watershed management) & policy reforms.

  • Illegal Wildlife Trade (image credit: TRAFFIC)

    • Undermines biodiversity (SDG 15) and zoonotic disease prevention.

Careers in Science (Philippine Setting)

  • Feature article (Philippine Star, 11 Aug 2019) stresses diverse “other professions” within science, aligning with national development.

Key Take-Home Messages

  • STS bridges scientific knowledge, technological innovation, and societal values toward sustainability.

  • Global citizenship education (GCED) equips learners with cognitive, socio-emotional, behavioural skills essential for the SDGs.

  • Science literacy shields society from misinformation—vital amid climate change debates & health crises.

  • Thomasian education grounds STS in compassion, competence, commitment—echoing Laudato Si’ and the common-good principle.

  • Achieving the SDGs requires critical engagement with social theories, ethical reflection, and concrete local action informed by science.