SIENCE AND TECHNOLOGY & HISTORICAL ANTECEDENTS

1. Learning
Objectives
❑ To define S&T,
❑ To identify/enumerate
the different roles of
S&T, and
❑ To trace the history of
S&T in the world
(interaction of S&T and
society/antecedents)
✓ Science
&Technology
(S&T)
✓ Historical
antecedents
Day 1, Session 1

2. What is Science?
 Comes from the Latin word
“scientia, meaning” Knowledge”

3. What is science?
 Learning new facts
(discoveries)
https://www.google.com.ph/search?q=science+definition&source=lnms&tbm=isch&
sa=X&sqi=2&ved=0ahUKEwjPmKTR_tfTAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=
645&dpr=1#tbm=isch&q=science+cartoon+images&imgrc=pl2P7ZVhw71-bM:

4. What is science?
Solving
problems
(scientific
method)
https://www.google.com.ph/search?q=science+definition&source=lnms&tbm=isch&sa=X
&sqi=2&ved=0ahUKEwjPmKTR_tfTAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=
1#tbm=isch&q=climate+change+cartoon&imgrc=pUolAkl0HhjWJM:

5. What is science?
the intellectual and
practical activity
encompassing the
systematic study of the
structure and behavior of
the physical and natural
world through observation
and experiment – Oxford
dictionary
https://www.google.com.ph/search?q=science+definition&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjPmKT
R_tfTAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=1#tbm=isch&q=science+definition+cartoon&imgrc=CyB2
anvUE1EUzM:

6. What is technology?
Creating/inventing things
https://www.google.com.ph/search?q=science+definition&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjPmKTR_tfTAhUIx7w
KHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=1#tbm=isch&q=technology&imgrc=62wfRSqF1RgKtM:

7. What is Technology
 Application of scientific knowledge,
laws, and principles to produce
services, materials, tools, and
machines aimed at solving real-
world problems.
 Comes from the Greek word
techne, meaning “art, skill, or
cunning of hand.”

8. What is technology?
Things that fulfill
our needs and
desires or perform
certain functions
Application of
understanding of
natural laws to the
solution of
practical problems

9. “What defines a technological tool – one historical
definition – is something that takes a human’s sense
or ability and augments it and makes it more
powerful. So, for example, I wear contact lenses or
glasses; that is a technology that enhances my human
ability of vision and makes it better .”
- Mark Zuckerberg

10. Further Reading
The Medawar Lecture 1998: Is Science
Dangerous? (Lewis Wolpert)
 Reliable scientific knowledge has no moral or ethical value
 It is meant simply to explain how nature and the universe work
and that the obligations of scientists, besides studying the nature
of the universe, is to explain the possible uses and applications of
such scientific knowledge.
 Science is not the same as technology.
 The very nature of science is that it is not possible to predict
scientific
 discoveries and how these discoveries may be applied.

Click the download link to access the publication:
https://www.researchgate.net/publication/7613545_The_Medawar_Lecture_1998_-
_Is_science_dangerous

11. Reflection:
What is the role of S&T in your life?

12. Role of Science and Technology

13. So how are science and technology
related?
 Provides fertile source of novel scientific
question
 justifies the allocation of resources needed
to address these questions in an efficient
and timely manner, extending the agenda
of science
 Source of otherwise unavailable
instrumentation and techniques needed to
address novel and more difficult scientific
questions more efficiently

14. Science, Technology and Society
 A relatively young field that combines
previously independent and older
disciplines, such as the history of science,
philosophy of science, and sociology of
science.
 Generally, applies methods drawn from
history, philosophy, and sociology to study
the nature of science and technology and
ultimately judge their value and place in
the society

15. Reflection:
What is the role of S&T in your life?

16. Even if science and technology has
brought about many useful and
exciting things, there are still
drawbacks to these.

17. Antibiotics were
invented
Overuse/ misuse of
antibiotics
Antibiotic resistance

18. TOP 10 Ethical Dilemmas (2020)
• Grinch Bots
• Project Nightingale
• Student Tracking Software
• The Corruption of Tech Ethics
• Deep Fakes
• The pseudoscience of
skincare.
• AI and Gamification in
Hiring
• Predatory Journals
• The HARPA SAFEHOME
Proposal
• Class Dojo and Classroom
Surveillance
For further reading, visit:
https://www.laboratoryequipment.com/558920-Top-10- Ethical-
Dilemmas-in-Science-for-2020/

19. Quick Question:
What moral, ethical, and existential dilemmas
brought about by S&T do you know?

20. Exercise 1. Reflection (Individual
Activity)
Instructions. Find an image that depicts an
issue or problem in science and technology.
Then, answer the following questions.
1. What is the issue or problem depicted in
the image?
2. How does this particular issue or problem
impact the well-being of humans today?
3. Why is it important for people to study
and learn about STS as an academic
field, especially in addressing the issue or
problem depicted in the image

21. Exercise 2. Issues in Science in
Technology (Group Activity)
Instructions: Form groups with 3-4 members. From the list
presented previously, choose one emerging ethical dilemma
in science and technology. Research about the nature of the
dilemma your group choose and be prepared to report the
highlights of your research in class. Create a PowerPoint
presentation (no more than 5 slides) to highlight of the
summary. Use the guide questions below:
1. What is the emerging ethical dilemma about?
2. What factors or events led to this dilemma?
3. What are the societal implications of this dilemma?
4. Why is it important to question the moral and ethical
issues surrounding innovations in science and
technology?
5. In the face of this dilemma, why is it important to study
STS?

23. A brief history of discoveries

24. S&T in the ancient times
(through 599 BCE)
Divided into 3 periods:
1. Stone Age (Paleolithic,
Mesolithic, & Neolithic)
2. Bronze Age
3. Iron Age
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

25.  Stone tools have been the first recognized
technology (or craft?)
- Wooden tools could have preceded stones by millions
of years
 Made by one of our direct ancestors (H. habilis or
H. rudolfensis) 2,5000,000
years ago
 Early tools were some broken
pebbles, then improved by
flaking pieces off a core,
creating distinctive shapes with
a single cutting edge
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton
Mifflin Company. New York, USA. 2004.
S&T in the ancient times

26.  Characterized by:
➢ Hunting & gathering (or foraging?)
➢ Use of fire (man’s earliest conquest)
➢ Agricultural revolution (farming)
- Use of metal, instead of stone tools, towards the
end
- Pottery and other ceramics, along with glass
were dominant (Ceramics age)
 Civilization began to arise (manufacturing,
trading, villages have rulers, etc.)
S&T in the ancient times
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

27. “With the beginnings of metallurgy, the
Stone Age of man comes to an end; with
the beginnings of writing, prehistory
comes to an end; with the beginnings of
agriculture, man's parasitism on nature
gives way to co-operation with nature”
– R.J. Forbes

28.  Started with the rise of Greek civilization
➢ developed institutions such as the
Academy, Lyceum, and Museum
➢ were the first to believe that humans
could understand the universe using
reason alone rather than through
mythology or religion (philosophers)
 Characterized by war between religion and
science (Dark ages)
S&T in “Antiquity”
(600 through 529 BCE)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

29.  Decline of science in Europe
➢ Use of currency replaced by barter
➢ Trade ceased entirely
➢ Poverty was endemic and people
suffered from wars, piracy, famine,
and epidemics
 Chinese philosophy developed theories on matter
and living beings
S&T in the middle ages
(530 through 1452)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

30.  Revival of Western science started during the
last centuries of the first millennium
 Technological revolution took place
➢ Vast improvements in communication and
transportation
S&T in the middle ages
(530 through 1452)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

31.  The depletion of the population of Europe
(Black Death) motivated the smaller
communities to find new ways to function
➢ New atmosphere encouraged the
development of arts, science and
technology
➢ States recognized the importance of
technology for defense and trade
➢ Kings engaged engineers to improve
their fortifications and weapons
Renaissance and the
Scientific revolution
(1453 through 1659)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

32.  Technology became fully accepted
➢ Many artists, like Leonardo da Vinci,
became architects and
technologists
➢ Mathematics was introduced into
universities (became the basis of the
arts and technology)
 Time of colonization, adventure, and exploration
Renaissance and the Scientific
revolution (1453 through 1659)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

33. The Scientific revolution
Started with the publication of
Copernicus’s heliocentric theory and
Vesalius’s anatomy
➢ Opposed by both Catholic Church and
the Protestant Church of Martin Luther
➢ Much later, the Church lifted its ban on
the publication of works that defended
the Copernican system
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

34. The Scientific revolution
 Explorers discovered a wealth of previously
unknown plants and animals
 Mathematics introduced various symbols
and conventions (became an almost
universal language)
 Galileo introduced experimentation into
science
 Factories operated, patent laws and the
stock market began, and printed books
became the means to spread technological
developments
 Design of machines developed into an art
(gadgets)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

35.  Newton’s Principia became the basis of the
scientific method used in the study of natural
phenomena
➢ Theories were formulated from
observations, these theories were
used to predict other phenomena
➢ Natural phenomena were explained
by mathematical laws, an
approach to science not necessarily
antagonistic to religion
Scientific Method: Measurement and
Communication
(1660 through 1734)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company. New York, USA. 2004.

36.  Separation of physics and metaphysics
(philosophy) took place (Newton vs.
Descartes on gravity)
 Observation and experimentation became
the pillars of scientific activity
➢ Scientists recorded phenomena in
terms of numbers
➢ Classification of plants, animals,
minerals, fossils became a trend
Scientific Method: Measurement and
Communication
(1660 through 1734)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

37.  Science became a shared activity
➢ Societies and journals became the
means of communication (printing
press)
Scientific Method: Measurement and
Communication
(1660 through 1734)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

38.  Emphasizing reasoning and order
➢ Critical evaluation of previous
beliefs in the light of rationalism
➢ Began with Linnaean scheme for
classifying organisms
The Enlightenment and the Industrial
revolution (1735 through 1819)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

39.  Profound change in philosophical thinking
➢ Emergence of “mechanical
philosophy”, a belief that all
phenomena could be explained by
sets of simple mechanical laws
➢ Some materialistic philosophers
denied the existence of a spiritual
god and viewed nature entirely as a
mechanical system
The Enlightenment and the Industrial
revolution (1735 through 1819)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

40. ➢ Two approaches to philosophy
emerged: empiricism (knowledge
comes from experience) and
rationalism (knowledge comes from
reasoning)
✓ reconciled b Immanual Kant
➢ “Great Chain of Being” envisioned
all existence as continuous
The Enlightenment and the Industrial
revolution (1735 through 1819)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

41. The Industrial revolution
(18th Century)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Development of machines that would make
work faster or more efficient
➢ Interest in thermodynamics rose as
a result of the steam engine
➢ Concepts of work and power
began to be formalized
 Encyclopaedias were the new form of
publication
 The profession of engineer was one of the
great inventions

42.  Much 19th century science started with the
discovery of electromagnetism by Hans
Christian Oersted
 Science and the teaching of science
underwent a number of changes
➢ Many new fields of science were born
(Anthropology, Archaeology, Cell biology,
Psychology, Organic Chemistry)
S&T in the 19th Century
(1820 through 1894)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

43.  Science became professional
➢ Occupation of science became a paid
profession
➢ universities developed into centers where
science flourished
➢ Teaching of science became linked to scientific
research
➢ Publication of scientific information started
➢ Scientists started meeting at national scientific
congresses
➢ The idea that science could ultimately explain
all phenomena in nature became stronger
S&T in the 19th Century
(1820 through 1894)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

44.  The relationship between scientific education and
technological progress became fully understood
➢ Technical schools were founded
➢ Scientific thought was much more
generally known by the public
(faced general public criticism of
some scientific ideas, e.g. age of the
Earth and the theory of evolution by
Darwin)
S&T in the 19th Century
(1820 through 1894)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

45.  Large number of scientists
 Science became much more of a communal
effort
 Science started having an effect on society
directly (the time span between a discovery
and its technical application became shorter)
 Science became highly successful in
explaining the nature of matter, mechanisms
of chemical reactions, fundamental
processes of life, and the general structure of
the universe
Rise of modern S&T
(1895 through 1945)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

46.  Quantum theory changed the way
philosophers think about the universe
 Technology did not remain confined to large
enterprises only (became an important part
of everyday life)
 Enormous growth of automobile industry
 Electricity revolutionized technology
 Laboratories for testing and development of
new products were established
Rise of modern S&T
(1895 through 1945)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

47.  Discoveries and inventions reached practical
applications as a result of WW2 (synthetic
rubber, radar, DDT, penicillin, fusion and fission
bombs, jet powered aircraft, helicopter,
ballistic missiles, nuclear weapons, and the
electronic digital computer)
Big science and
the Post-industrial society
(1946 through 1972)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

48.  Science became “big”
➢ Equipment/instruments were shared
(interdisciplinary)
➢ Even larger number of scientists, scientists having
specialization
 Science changed society
➢ Availability of automobiles changed how
people migrate
➢ Automation allowed many manufacturing
processes to be done by less skilled workers
Big science and the Post-industrial society
(1946 through 1972)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company. New York, USA. 2004.

49. The Information Age
(1973 through present)
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.

50. Activity: “Standing on the Shoulders
of Giants”
 What are the major achievements of S&T in the
ancient, middle and modern ages? How about in
the Philippines?
 Semi-group activity
 Each member chooses 1 major achievement of the
assigned period (no member should pick the same
achievement, as much as possible, achievements
come from different fields)
 Draw it and report on how it works and what pushed
it to be invented or achieved (historical
antecedent)
 Time limit: 3 mins per member (max)

51. Rubrics