Historical Antecedents in Science & Technology and Philippines STI Development (Pages 1-15)

Page 1

• Intended Learning Outcomes

  • 1. Discuss the interactions between science and technology and society throughout history.
  • 2. Discuss how scientific and technological developments affect society and the environment.
  • 3. Identify the paradigm shifts in history.

• A. General Concepts

  • What is Science, Technology and Society?
  • Science, Technology and Society (STS) is an interdisciplinary course examining how science and technology shape, and are shaped by, our society, politics, and culture. It explores the conditions under which the production, distribution, and utilization of scientific knowledge and technological systems occur; and the effects of these processes upon the entire society.
  • History and philosophy of science and technology, sociology and anthropology are interconnected to STS because these factors mold the development of science and technology as we know it today.
  • Science vs Technology
  • Science is an evolving body of knowledge based on theoretical expositions and experimental/empirical activities that generates universal truths.
  • Technology is the application of science and the creation of systems, processes, and objects designed to help humans in daily activities.
  • Relationship to society
  • The development of science and technology has brought immense progress to society; scientific knowledge and technology influence individuals and communities.
  • A better understanding of science and technology helps address their unique attributes and their implications for society.
  • Society defined
  • Society is the sum total of human interactions, including how we understand the nature of things and create things. It is a group of individuals involved in persistent social interaction, or a large social group sharing the same geographic or social territory, typically under the same political authority and dominant cultural expectations (Science Daily).
  • Why STS matters publicly
  • STS helps address issues important to the general population.
  • Scientific and technological principles have been and continue to be applied to solve problems in day-to-day living.
  • But findings must be applied at the right scales; the impact on people, society, and the environment must be critically assessed to preserve value.

• Figure 1

  • The Interrelationship of science, technology and society
  • Source: Ihueze et al., 2015. researchgate.net

• Public concerns and responsibilities

  • Modern problems involve technology plus human values, social organization, environmental concerns, resources, political decisions, etc.
  • These sit at the interface between science, technology, and society, and can be addressed by applying scientific knowledge, technical expertise, social understanding, and humane compassion.
  • In the past, science was learned as an independent field focusing on methods and natural processes; today science is studied more holistically, often interdisciplinarily, emphasizing systems rather than processes, synthesis over analysis, and predicting nature’s behavior for useful applications.

• The Role of Science and Technology (Key Points)

  • 1. Alter the way people live, connect, communicate, and transact, with profound effects on economic development.
  • 2. Key drivers to development; revolutions in science and technology underpin economic advances, health, education, and infrastructure.
  • 3. 21st century technological revolutions emerge from entirely new sectors (microprocessors, telecommunications, biotechnology, nanotechnology). Products transform business practices and daily life; breakthroughs will emerge from convergence across these technologies.
  • 4. Have the power to better the lives of poor people in developing countries.
  • 5. Differentiate between countries capable of tackling poverty through growth and development, and those that cannot.
  • 6. Engine of growth.
  • 7. Interventions for cognitive enhancement, proton cancer therapy, and genetic engineering.

• Reflective Question (Page 2 context intro)

  • With the whole world suffering from the CoViD-19 pandemic, discuss the interplay between science, technology and society in mitigating this problem.

Page 2

• B. Historical Antecedents in the World
  • The history of science can teach lessons about how scientists think and understand the world; a historical perspective helps us appreciate what science is.
  • Ancient times to 600 BC
  • The ancient world included advanced healing practices and metalworking. The Egyptian medical tradition around 2650 BC had practitioners like Imhotep, with medicine rooted in trial and error (practitioners learned from remedies that worked or failed).
  • The papyrus (ancient paper) revolutionized writing and information transmission, enabling easier storage and dissemination of knowledge. Papyrus use dates back to around 3,000 BC and extended to around 1100 AD.
  • Other civilizations (Sumerians, etc.) contributed; Mesopotamians used the potter’s wheel; around 1000 BC the Chinese used compasses to aid travel.
  • The Advent of Science (600 BC to 500 AD)
  • Classical antiquity: Greeks collected facts/observations and used them to explain the natural world.
  • Plato founded the Academy (~385 BC). Aristotle’s circle contributed to the development of scientific thought, leading to an era of empirical research and mathematical application to natural phenomena.
  • A shift from ancient observation to systematic empirical research and mathematical explanations.
  • Islamic Golden Age
  • Abbasid caliphate era: Baghdad’s House of Wisdom gathered scholars from diverse backgrounds to translate classical knowledge into Arabic and foster development across fields.
  • Islamic science preserved and improved knowledge from Persia, Egypt, India, China, Greco-Roman traditions; major advances in astronomy, mathematics (Al-Khwarizmi), medicine (Al-Biruni, Avicenna), optics (Ibn Al-Haytham), and physics.
  • Debates over whether medieval Islamic science represented a revolution or a transmission of ancient knowledge; nevertheless, science flourished across a wide Mediterranean region and beyond.
  • Science and Technology in Ancient China and the Far East
  • The Four Great Inventions: compass, gunpowder, papermaking, and printing; these transformed civilization and contributed to later global exchange.
  • Some scholars note other inventions as highly sophisticated; the Four Great Inventions illustrate East-West technological interchange.
  • Marx cited the revolutions in gunpowder, compass, and the printing press as pivotal (with broad societal implications).
  • The Renaissance (1300 AD – 1600 AD)
  • Renaissance marked a cultural revival and the so-called Scientific Renaissance (1450–1630) and the later Scientific Revolution in the 17th century.
  • Key changes: geography, astronomy, chemistry, physics, mathematics, anatomy, manufacturing, engineering.
  • Rediscovery of ancient texts accelerated after the Fall of Constantinople (1453); printing democratized learning (movable type mid-15th century; Gutenberg’s press): spread of knowledge and new ideas.
  • Printing is described as a communications revolution comparable to the invention of writing; it expanded enlightenment opportunities but also enabled new forms of manipulation and control.
  • The Enlightenment Period (1715 AD to 1789 AD)
  • The Enlightenment emphasized reason over superstition; science over blind faith; contributed to political revolutions (American and French) and to a broader cultural shift.
  • Precursors: Galileo, Kepler, Leibniz; Newton’s Principia Mathematica (1686) and Locke’s Essay Concerning Human Understanding (1689) provided tools for natural philosophy and reasoning.
  • Newton’s system encouraged views of nature as governed by mathematical-dynamical laws and the belief that humans could know those laws through reason and inquiry.
  • Industrial Revolution (1760 - 1840)
  • Connected to modern science; although direct causality is hard to establish, attitudes of careful observation and practical utilization linked science and nascent industry.
  • Metallurgy, chemistry, electricity, and magnetism underpinned industrial progress (alloy steels, dyes, electromechanical devices).
  • The steam engine and machines like the spinning jenny and power loom increased production with less human effort.
  • The factory system reorganized work with division of labor; transportation and communication advanced (steam locomotive, steamship, automobile, airplane, telegraph, radio).
  • Public support for science grew as industry required more advanced scientific knowledge and instrumentation; the machine tool industry expanded to build more precise scientific instruments.
  • 20th Century: Physics and Information Age
  • The century brought major advances across physics, biology, astronomy, chemistry, neuroscience, earth and environmental sciences; interdisciplinary approaches and methodological innovations became central.
  • Einstein’s theory of relativity (1905) introduced the energy-mass relation (E = mc^2) and reshaped the understanding of space, time, and energy.
  • Development of semiconductors (transistors), nanotechnology, DNA structure (1953, Crick and Watson), and massive advances in information technology.
  • Modern physics and biology unified an understanding of matter, energy, and information; biology linked to thermodynamics and information theory; computational and observational tools expanded research frontiers.
  • The Fourth Industrial Revolution (4IR)
  • Describes a fusion of technologies blurring the lines between the physical, digital, and biological worlds.
  • Core technologies driving 4IR include: Artificial Intelligence (AI), robotics, Internet of Things (IoT), 3D printing, genetic engineering, quantum computing, etc.
  • These technologies transform products and services rapidly across sectors; convergence leads to new innovations and disruptions.
  • Key exemplars and definitions in 4IR
  • AI: systems that can think, recognize patterns, process information, and make recommendations.
  • Cloud computing: new computational capabilities enabling scalable data storage and processing.
  • Quantum computing: future power to solve complex problems and accelerate material discovery.
  • VR/AR: immersive and augmented experiences that blend digital content with the real world.
  • Biotechnology and energy technologies: cleaner processes, new materials, and improved efficiency.
  • IoT: connected devices generating data for analytics and decision-making.
  • Activity (Page 7–8 prompts)
  • 1. List scientific discoveries and technological breakthroughs for each period (Ancient Times to 600 BC; Advent of Science; Islamic Golden Age; Ancient China; Renaissance; Enlightenment; Industrial Revolution; 20th century; Fourth Industrial Revolution).
  • 2. If given a chance to live in a past period, which period would you choose and why? Consider the trade-offs between a technologically driven society and a simpler life.
  • Assignment: Film Viewing
  • Watch World’s Greatest Invention and answer guide questions about impact and a chosen invention’s societal transformation.
  • Watch Stephen Colbert’s interview with Neil deGrasse Tyson; answer questions on science literacy and its relation to society.

Page 3

• C. Historical Development of Science and Technology in the Philippines (intro snippet)

  • The Philippine science and technology landscape is shaped by historical development and government policies; pre-colonial practices exist, but much of the modern framework arises from colonial and post-colonial governance.
  • The text emphasizes that current capabilities reflect prior government policies, public investments, and policy direction to build a technological society responsive to time.

• Section previews and transitions

  • The content sets up a narrative from pre-colonial to contemporary periods, highlighting how technologies emerged from necessity and were later formalized through institutions and education systems.

• Key historical markers set up for later, including pre-colonial tech, Spanish era institutions, American era educational expansion, and post-independence science governance.

Page 4

• D. Paradigm Shift (setup for later, Kuhn’s framework introduced)

  • A paradigm is the framework containing the accepted views, conventions on how research should be conducted, and the vocabulary used in a field.
  • Thomas Kuhn described science as progressing through shifts from one paradigm to another via revolutions; paradigms include the open resources (e.g., Newton’s laws, central dogma in biology) that become entrenched.
  • Paradigms are historically and culturally bound; research is shaped by the prevailing worldview and research questions.
  • Kuhn argued that research within a paradigm tends to reinforce that paradigm and that anomalous data may be ignored until a crisis triggers a paradigm shift.
  • The passage underscores that science is not purely objective but is influenced by ideological and cultural factors.

• Paradigm shift dynamics (summary)

  • Normal science operates within a dominant paradigm.
  • Anomalies accumulate and create a crisis; revolutionary science develops a new paradigm to explain anomalies.
  • After the new paradigm is established, normal science resumes under the new worldview.

• Activity prompt

  • Create a poster or caricature depicting a paradigm shift in science history; share and explain in class.

Page 5

• The Industrial Revolution and the link to science

  • The rise of modern science and the Industrial Revolution were closely connected, with a strong emphasis on observation, generalization, and practical utilization.
  • Scientific advances influenced industrial capabilities: metallurgy (alloys/steel), chemistry (new substances, dyes like aniline dyes), and electricity/magnetism (electric dynamos and motors).
  • The steam engine raised questions that led to thermodynamics; the machine tool industry emerged to meet the demand for sophisticated instruments.
  • The shift in focus of science toward the worlds of atoms, molecules, and energy created a demand for new instrumentation (e.g., large telescopes, precision devices).
  • Public support for science grew as industry recognized the value of scientific knowledge; governments began to fund science more directly through grants, commissions, and appointments, signaling a move from private interest to professional science with public roles.

• The 20th Century: Physics and Information Age (intro snapshot)

  • The century saw dramatic growth across physics, chemistry, biology, astronomy, and environmental sciences, driven by new methods and interdisciplinary collaboration.
  • The era highlighted epistemological and methodological questions and the importance of cross-disciplinary approaches.

Page 6

• The main features of the Industrial Revolution (technological, socioeconomic, cultural)

  • (1) New basic materials (chiefly iron and steel).
  • (2) New energy sources (fuels and motive power): coal, the steam engine, electricity, petroleum, internal-combustion engine.
  • (3) Inventions of new machines (e.g., spinning jenny, power loom) enabling increased production with less human energy.
  • (4) Factory system with increased division of labor and specialization.
  • (5) Developments in transportation and communication: steam locomotive, steamship, automobile, airplane, telegraph, radio.
  • (6) Growing application of science to industry.
  • These changes enabled mass production, increased natural resource use, and broader economic transformation.

• 20th Century: Physics, Information Age (continued)

  • Breakthroughs across multiple fields; the century saw new understanding of matter, energy, and information.
  • The emergence of information technologies, computation, and molecular biology reshaped science and society.

• The Fourth Industrial Revolution (4IR) (expanded)

  • A fusion of technologies that blur borders between physical, digital, and biological worlds and drive rapid change.
  • Examples and driving technologies include: AI, robotics, IoT, 3D printing, genetic engineering, quantum computing, VR/AR, innovative materials, renewable energy storage.

• Activity (Page 7 prompts, summarized here)

  • 1. List discoveries and breakthroughs by period (space for students to fill in).
  • 2. A reflective prompt about time periods and trade-offs between tech-driven life and simpler living.

• Assignment: Film Viewing

  • Questions guide analysis of the world’s greatest invention and its societal impact; plus, reflection on science literacy and public understanding.

Page 7

• Activity (continued)

  • 1. Complete lists of discoveries by period (as above).
  • 2. Reflection on living in another era and the balance between technology and lifestyle.

• 2. Stephen Colbert and Neil deGrasse Tyson interview analysis (no content repeats here; see Page 8 for guide questions)

Page 8

• Assignment: Film Viewing (continued)
  • Answers to guided questions about the greatest invention and its societal impact.
  • 2. Colbert–Tyson interview guide questions
  • Question 1: Is it better to know or not to know? Ponder reasons for each stance and provide justification.
  • Question 2: Enumerate statements by Tyson about the importance of science literacy and its relationship to society; explain why each is important.

Page 9

• C. Historical Development of Science and Technology in the Philippines (continued)

  • The Philippines’ science/technology trajectory includes a long arc from pre-colonial practice to modern institutions, influenced by colonization and post-colonial policy.
  • Pre-Spanish Era: Archaeological evidence of early Filipinos using stone tools, pottery, metal smelting; technology arose from survival needs and engagement with environment.
  • The Banaue Rice Terraces as a case study of engineering ingenuity and environmental knowledge.
  • Smelting of metals demonstrated early understanding of alloy composition and processing temperatures.
  • The relationship between living in harmony with nature and practical scientific knowledge in daily life.

• Spanish Colonial Era

  • Spaniards established schools, hospitals, and early scientific research; Santo Tomas was a leading center of learning. However, church control limited intellectual awakening by local Filipinos.
  • Rizal as a Renaissance man: doctor, engineer, scientist, and reformer; he designed a water system in Dapitan and contributed to public health.
  • Laboratories and medical research arose in limited form; Cronica de Ciencias Medicas de Filipinas documented scientific studies.
  • Colonial exploitation of resources and limited industrial development, with modernization focused on agriculture and mineral resources.

• American Period

  • Public education system expanded; several universities established (UP Los Baños, UP Diliman, College of Medicine).
  • Capacity-building programs included sending Filipinos abroad for advanced training to fill roles in teaching and government.
  • The Bureau of Government Laboratories evolved into the Bureau of Science, serving as a key research center and publishing the Philippine Journal of Science.

• Commonwealth Period and Beyond

  • The Commonwealth government acknowledged the importance of science and technology, enshrining it in policy language (e.g., “The State shall promote scientific research and invention…”).
  • Japanese occupation interrupted scientific progress; post-war reconstruction focused on rebuilding research capacity.
  • Post-independence: Science and technology policy matured; the NSDB, and later reorganizations, aimed to coordinate research and development.

Page 10

• Post-independence science governance and policy evolution

  • 1946: Bureau of Science replaced by the Institute of Science; facing funding, planning, and coordination challenges.
  • 1950s: US Economic Survey highlights data gaps, lack of support for experimental work, and low science salaries.
  • 1958: Science Act established the National Science Development Board (NSDB).
  • 1960s–1990s: A policy emphasis on capacity-building, infrastructure, and research institutes under NSDB, later reorganized.
  • 1960s–1970s: Additional agencies created to support research in agriculture, industry, energy, and health.
  • 1972–1980s: Consolidation into organizations like NSTA (National Science and Technology Authority), PCARRD, PCIERD, PCHRD, and NRCP; eight institutes under NSTA.
  • 1983: EO 889 established a national network of centers of excellence in basic sciences; creation of a Scientific Career System in the Civil Service (Presidential Decree No. 901).
  • 1986: NSTA replaced by the Department of Science and Technology (DOST) under Aquino administration; cabinet-level representation for science/tech; STAND planning emerges in the late 1980s and early 1990s.
  • STAND (Science and Technology Agenda for National Development) identified priority sectors and export/domestic needs; grants included in the Omnibus Investment Law.

• 1990s–1990s policy intensification

  • DOST becomes the premier science/tech policy body with a mandate to coordinate activities and support national development.
  • STAND identified export products (e.g., computer software, fashion accessories, gifts/houseware, marine products, metal fabrications, furniture, dried fruits) and domestic needs (food, housing, health, clothing, transport, energy, etc.).

Page 11

• Continuing governance and capacity-building

  • 1990s: Expansion of STI (Science, Technology, and Innovation) capacity with growing numbers of scientists and engineers; higher education expansion to support STI.
  • The Philippines emphasized professional organizations, training, and standards in science and engineering, but challenges persisted in coordination and commercialization of research results.
  • 1998: Approximately 3,000 scientists and engineers; Magna Carta for Science and Technology Personnel (R.A. No. 8439) established to incentivize and recognize contributions in STI.
  • PSHS network expansion to foster science/tech/mathematics education.

• Contemporary STI landscape and private sector engagement

  • Government aims to broaden private sector participation in R&D and strengthen STI links to industry.
  • STI remains a key driver of economic development, with emphasis on translating research into products and services.

Page 12

• Contemporary Filipino science and technology initiatives (examples)

  • Advanced Device and Materials Testing Laboratories, Electronics Products Development Center, and high-performance computing facilities for weather prediction and climate modeling.
  • Genome Center and health diagnostics research; drug-discovery facilities; nanotechnology centers; radiation processing facilities.
  • Die and Mold Solutions Center to enhance local competitiveness in manufacturing.
  • Diwata-1 micro-satellite (April 2016): developed by Filipino researchers with Japanese guidance; enables real-time, high-resolution imagery for weather, agriculture, watersheds, floodplain mapping, and forest surveillance.
  • NOAH (Nationwide Operational Assessment of Hazards): uses LiDAR for flood mapping and risk assessment; provides lead times of ~6 hours for floods; supports ASEAN collaboration.
  • Intelligent Operation Center (IOC) Platform in Davao City: IBM collaboration; real-time analytics dashboard for government agencies.

• Other national assets and capabilities

  • DOST-supported facilities for advanced testing, computation, genome research, nanotechnology, radiation processing, etc.
  • National and regional centers of excellence and science-based institutions to push STI forward.

• Activity (Page 12) – Contemporary Filipino invention

  • Identify a contemporary Filipino invention and discuss its impact on daily life (e.g., SALt lamp or other innovations).

• DOST and STI themes

  • Emphasizes the need for stronger collaboration with private sector, investment in R&D, and policies that enable innovation-driven growth.

Page 13

• The paradigm shift in practice (recap and application)

  • Returns to paradigm shift concept and its application to Philippine STI policy, education, and industry.
  • The document argues for continued evolution of science policy to align with global innovations and local development needs.

• Activity recap

  • Posters and creative representations of paradigm shifts in science history.

Page 14

• What is a Paradigm Shift? (Kuhn’s view, summarized)

  • The successive transition from one paradigm to another via revolution is the usual pattern of mature science.
  • Shifts occur when enough anomalies accumulate to prompt crisis and re-evaluation.
  • Normal science resumes under the new paradigm after a revamping of concepts and methods.

• Figure: Paradigm shift illustration

  • Source: https://thesaurus.plus/

• Example: Newtonian physics vs Einstein’s relativity

  • Einstein’s general relativity reframed the Newtonian paradigm; Newton’s laws remain foundational but are understood within a broader, more general framework.
  • Kuhn’s theory itself influenced the social sciences and has been modified over time; Relativity did not completely disprove Newton but recontextualized it.
  • The Copernican revolution is cited as a more gradual replacement rather than an abrupt overthrow.

• Connection to Plato and Aristotle

  • Plato emphasized end-points or purposes (teleology) in knowledge; Aristotle emphasized data collection and empirical grounding, illustrating the deep philosophical roots of scientific approach.

• Activity: Create a poster depicting a paradigm shift in science history and present it in class.

Page 15

• Further elaboration on Paradigms and Crises

  • Kuhn’s theory posits that a paradigm’s certainty can hinder acceptance of alternatives, and new paradigms reshape the framework for future research.
  • The text notes that Kuhn’s theory remains a foundational but evolving concept in the philosophy of science.

• Additional reflections on paradigm shifts

  • The discussion ties paradigm shifts to how science is practiced and taught; current and future scientific revolutions require openness to new frameworks and cross-disciplinary integration.

• Activity: Create a poster or caricature illustrating a paradigm shift in science history; share with the class and explain the depicted shift.

• Summary takeaway for the course

  • Science and technology are dynamic, historically contingent processes shaped by culture, institutions, and policy.
  • Paradigms guide what counts as evidence and how research is conducted; revolutions occur when persistent anomalies demand new ways of seeing.
  • The Philippines’ STI evolution demonstrates how economic priorities, governance, education, and industry shape technological advancement and societal outcomes.