This interdisciplinary course engages students to confront the realities brought about by science and technology in society. Such realities pervade the personal, the public, and the global aspects of our living and are integral to human development. Scientific knowledge and technological development happen in the context of society with all its socio-political, cultural, economic, and philosophical underpinnings at play.

1. ALVIN M. MAHAWAN, LPT. MAEd.
COS Instructor, College of Engineering
DEBESMSCAT
Cabitan, Mandaon, Masbate
A&J Science Tech
A&J Science Tech
A&J Science Tech
Topics:
General Concepts and Science, Technology,
& Society Historical Developments
Science, Technology, & Society and the
Human Condition
Lecture on
Science, Technology, & Society
(STS)
October 26, 2020
9:00 AM

2. Why
Science,
Technology, and
Society

3. Sources:
CMO No. 20, series of 2013
The course deals with
interactions between science and
technology and social, cultural,
political, and economic contexts
that shape and are shaped by
them.

4. Sources:
 This interdisciplinary course engages students to
confront the realities brought about by science
and technology in society.
 Such realities pervade the personal, the public,
and the global aspects of our living and are
integral to human development.
 Scientific knowledge and technological
development happen in the context of society with
all its socio-political, cultural, economic, and
philosophical underpinnings at play.

5. Sources:
 This course seeks to instil reflective
knowledge in the students that they are able
to live the good life and display ethical
decision making in the face of scientific and
technological advancement. This course
includes mandatory topics on climate
change and environmental awareness.

6. General Concepts
in Science,
Technology, and
Society

7. Sources:
Science is as old as the
world itself. From the
genesis of time science
has existed.

8. Sources:
The course discusses how
science influenced human society and
vice versa. It seeks to instil reflective
knowledge in the students so that
they are able to live the good life and
display ethical decision-making in
both social and scientific dilemmas.

9. Sources:
It is hoped that students will
appreciate the contributions /
impact of science and technology
to their life, to the humanity as a
whole, in Philippine society and in
the world in general.

10. Sources:
Science and Technology
Dynamic processes engaged in by man to
satisfy two basic needs – the thirst for
knowledge and the material requirements for
human survival and prosperity.
Science and technology had been around
even before the words biology, physics,
chemistry, engineering, and agriculture were
coined.

11. Sources:
Science
 The description, understanding and prediction of
physical phenomena through the use and
generation of verifiable theories, laws, and
principles.
 Research and development is a usual activities
associated with science as a process. It involves
the acquisition of new knowledge and the utilization
of such knowledge to devise new or improved
products and processes.

12. Sources:
Technology
 The use of scientific knowledge and/or empirical somehow
for the production, improvement, and distribution of goods
and services, as well as the satisfaction of other material
needs. On the other hand, it is more related to economic
activity.
 The outputs of technological activity are necessarily
composed of both “software” and “hardware”. Software refers
to methods, techniques, organization, and management.
Hardware pertains to tools, equipment, machines, and
materials (UNESCO, 1979; Posadas, 1985).

13. Sources:
Technology
 The core activity of technology is technological
innovation that seeks to transform the prototype
inventions of Research and Development into
commercial product or process (Posadas, 1985).
 Another important activity is the utilization of
technology itself. The actual use of technology in
the production process points out the potentials as
well as the problems associated with a particular
technology.

14. Sources:
Society
 Group of persons joined together to form a common purpose or by a
common interest. They come to learn and perform behavior expected
of them.
 The society makes use of science to come up with better technology
in order for its people to live in accordance with their necessities. The
human successes and failures revolve around military, economic, and
medical significance.
 Science and technology can either yield a positive or a negative
result to human survival. Ethical dilemmas and social conflict will
build up in light of abounding beliefs and culture that are slowly
disintegrating or vice versa, vis-à-vis the changes made by science
and technology if our society.

15. Sources:
HISTORICAL ANTECEDENTS
IN WHICH SOCIAL
CONSIDERATIONS
CHANGED THE COURSE OF
SCIENCE AND TECHNOLOGY

16. LESSON 1: SCIENCE,
TECHNOLOGY AND
SOCIETY IN THE
ANCIENT TIMES
Sources:

17. Sources:
Lesson Objectives
 Discuss the interactions between science,
technology and society throughout history
 Discuss how scientific and technological
developments affect society and the
environment
 Discuss the scientific and technological
development in the Philippines

18. Sources:
From the beginning of time, man has strived to
improve his way and quality of make life. The
caveman discovered how to make and use
tools, developed a logical sequence for
activities, and evolved processes that added
value to his life. The totality of the use and
application of his knowledge, skills, tools, and
materials constitutes what we today describe as
“technology”.

19. Sources:
Transportation
Significant because people were trying to
go places and discover new horizons.
They travelled to search for food and find
better location for their settlements.
They also travelled to trade their surplus
goods in exchange for things that they
lacked.

20. Sources:
Transportation
Navigation assisted them in their
journeys to unfamiliar and strange areas
in the world.
It allowed them to return home after they
discovered new places or completed an
important trade with another group of
people

21. Sources:
Communication
 They needed a way to communicate with natives
of the area they visited so as to facilitate trade and
prevent possible conflicts.
 Record-keeping was also important since they
needed to remember the places they had been to
and document the trades they made with each
other, and the history and culture so they could
establish their identities as they tried to relate with
other culture and civilizations.

22. Sources:
Weapons and Armors
 Important in the discovery of new places or the
establishment of new alliances with other tribes, at
that time, there was always a risk of conflicts when
people meet met others with different culture and
orientations.
 Stronger nations invade weaker ones so they could
take much needed resources. As such, the
development of weapons and armors for security
and protection was considered a major
achievement.

23. EARLY HUNTING
AND GATHERING
TOOLS
Sources:

24. Sources:
 An assortment of
prehistoric tools provides
evidence of the hunting
and gathering methods of
early peoples.
 Slabs of bark were often
used to gather nuts and
berries and functioned as
crude dishes or bowls (top
left).

25. Sources:
 Reproductions of fishing
tackle and arrows believed to
have been used around 8000
BC are displayed on the lower
left.
 Recovered tools for digging
and cutting (right) are shown
with recreated wooden
handles. The heads of the
adzes are made from flint, as
is the fire-starter shown below
them.

26. Sources:
ANCIENT AGRICULTURAL
PRACTICES
Relief art on the walls of the tomb of
Nefer Sakkara shows Egyptian
workers harvesting crops and
tending livestock with rudimentary
tools.

27. Sources:
ANCIENT SEAL
 Seals and stamps have been used to
close agreements, record transactions,
and authorize documents for thousands
of years.
 One of the earliest forms of printing,
seals consisted of a raised or carved
design in a rock that was pressed into
wet clay or wax to create a distinctive
and reproducible mark.
 This bull seal came from India and is
considered typical of the era between
2300 and 1750 BC.

28. Sources:
EARLY AGRICULTURAL TOOLS
 Humans began farming about 12,000
years ago. The ability to control their
food supply freed people from a
nomadic lifestyle, which allowed for the
beginning of cities and towns.
 These early farming tools date from
about 6,000 BC. The picture portrays an
axe (bottom) used for clearing; flint
sickles (left), used for harvesting cereal
crops; a flat rock and rounded stone
(center), used for grinding flour; and
perforated clay slabs (upper right),
probably used to ventilate bread ovens.

29. Sources:
WHEEL STRUCTURES
Considered one of the most important
inventions in history, the wheel is more
than 5000 years old and has been
crucial to mechanical devices ever
since it emerged.
Early forms of roller bearings, devices
that help wheels to turn more smoothly,
were developed around 100 BC.
Wheels were initially solid disks, but
gradually evolved into the spoked
design, which is both light and strong.

30. Sources:
WHEEL STRUCTURES
The wheels shown here are relatively
sophisticated in comparison to the
earliest models. In the case of a fixed
axle, the wheel is held in place beside
the chassis by a small peg and
revolves independent of the axle. (This
model differs from another standard
design, the moving axle, in which the
axle is firmly fixed to the wheel and the
two components revolve as a unit.)

31. Sources:
TYPES OF BOATS
 Boats are used in a number of
ways. They can be purely
recreational, or they can have
more practical uses, such as
serving as a home or as a
method of transportation.
 Even boats with similar uses
may differ in other respects. For
example, methods of propulsion
range from oars, to mechanical
engines, to wind-catching sails.

32. Sources:
CATAPULT
 The catapult worked like a giant
slingshot, propelling large
stones, javelins, and other
objects over high walls, moats,
and other barriers during
ancient times and the Middle
Ages.
 One type of catapult called the
mangonel used the torsion of
heavy cords twisted between
two uprights to throw heavy
stones, but it had little accuracy.

33. Sources:
ANCIENT CHARIOT
 A chariot driver cracks
his whip to encourage
his horses.
 Chariot racing was a
popular past time in
ancient Greece and
Rome and was recorded
as an event in the
ancient Olympic Games.

34. Sources:
PYTHAGORAS
 Considered the first true mathematician,
Pythagoras in the 6th century b.c.
emphasized the study of mathematics
as a means to understanding all
relationships in the natural world.
 His followers, known as Pythagoreans,
were the first to teach that the Earth is a
sphere revolving around the Sun.
 This detail showing Pythagoras
surrounded by his disciples comes from
a fresco known as the School of Athens
(1510-1511), by Italian Renaissance
painter Raphael.

35. Sources:
NICOLAUS COPERNICUS
 Polish astronomer Nicolaus
Copernicus revolutionized science by
postulating that the earth and other
planets revolve about a stationary
sun.
 Developed in the early 1500s but not
published until years later, his
heliocentric (sun-centered) theory
disputed the Ptolemaic theory,
popular at the time, which held that
the sun and the planets revolved
about the fixed earth.

36. Sources:
NICOLAUS COPERNICUS
Copernicus at first hesitated in
publishing his findings because
he feared criticism from the
scientific and religious
communities.
After suffering initial disbelief
and rejection, however, the
Copernican system ranked as
the most accepted concept of
the universe by the late 17th
century.

37. Sources:
ARCHIMEDES
 A Greek mathematician and inventor,
Archimedes is credited with important
contributions to the development of
physics.
 He is known for applying science to
everyday life, developing practical
inventions such as the lever and the
screw. These simple machines have
found uses as diverse as warfare and
irrigation.
 Archimedes supposedly discovered the
principle of water displacement while
taking a bath, shouting “Eureka!” when
he realized why his body caused the
level of the water to rise.

38. Sources:
PLATO
 Plato, one of the most famous philosophers
of ancient Greece, was the firstto use the
term philosophy, which means “love of
knowledge.” Born around 428 BC,
 Plato investigated a wide range of topics.
Chief among his ideas was the theory of
forms, which proposed that objects in the
physical world merely resemble perfect
forms in the ideal world, and that only these
perfect forms can be the object of true
knowledge.
 The goal of the philosopher, according to
Plato, is to know the perfect forms and to
instruct others in that knowledge.

39. Sources:
ARISTOTLE
A student of ancient Greek philosopher
Plato, Aristotle shared his teacher’s
reverence for human knowledge but
revised many of Plato’s ideas by
emphasizing methods rooted in
observation and experience.
Aristotle surveyed and systematized
nearly all the extant branches of
knowledge and provided the first ordered
accounts of biology, psychology, physics,
and literary theory.

40. Sources:
ARISTOTLE
In addition, Aristotle invented the field
known as formal logic, pioneered
zoology, and addressed virtually every
major philosophical problem known
during his time. Known to medieval
intellectuals as simply “the Philosopher,”
Aristotle is possibly the greatest thinker
in Western history and, historically,
perhaps the single greatest influence on
Western intellectual development

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