Science, Technology, and

Society (GE 107)

 Learning
Objectives
Science
&Technology
(S&T) ❑ To define S&T,
❑ To compare 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)
 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=0ahUKEwjPm
KTR_tfTAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=1#tbm=isch&q
=science+cartoon+images&imgrc=pl2P7ZVhw71-bM:
 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_tf
TAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=1#tbm=isch&q=climate+c
hange+cartoon&imgrc=pUolAkl0HhjWJM:
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=0ahUKEwjPmKTR_tf
TAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=1#tbm=isch&q=science+d
efinition+cartoon&imgrc=CyB2anvUE1EUzM:
 What is technology?
🞇 Creating/inventing things

https://www.google.com.ph/search?
q=science+definition&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjPmK
TR_tfTAhUIx7wKHYmdBcgQ_AUIBigB&biw=1366&bih=645&dpr=1#tbm=isch&q=t
echnology&imgrc=62wfRSqF1RgKtM:
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
 How are science and technology
related?
🞇 Science contributes to technology in at
least 6 ways:
1. New knowledge which serves as a
direct source of ideas for new
technological possibilities

Brooks, H. The Relationship between science and technology. Elsevier Science. 1994. 477-
486.
 How are science and technology
related?
🞇 Science contributes to technology in at
least 6 ways:
2. Source of tools and techniques for
more efficient engineering design and a
knowledge base for evaluation of
feasibility of designs

Brooks, H. The Relationship between science and technology. Elsevier Science. 1994. 477-
486.
 How are science and technology
related?
🞇 Science contributes to technology in at
least 6 ways:
3. Research instrumentation, lab
techniques, and analytical methods
used in research that eventually find
their way into design and industrial
practices

Brooks, H. The Relationship between science and technology. Elsevier Science. 1994. 477-
486.
 How are science and technology
related?
🞇 Science contributes to technology in at
least 6 ways:
4. Practice of research as a source for
development and assimilation of new
human skills and capabilities eventually
useful for technology

Brooks, H. The Relationship between science and technology. Elsevier Science. 1994. 477-
486.
 How are science and technology
related?
🞇 Science contributes to technology in at
least 6 ways:
5. Creation of a knowledge base that
becomes increasingly important in the
assessment of technology in terms of
its wider social and environmental
impacts

Brooks, H. The Relationship between science and technology. Elsevier Science. 1994. 477-
486.
 How are science and technology
related?
🞇 Science contributes to technology in at
least 6 ways:
6. Knowledge base that enables more
efficient strategies of applied
research, development, and refinement
of new technologies

Brooks, H. The Relationship between science and technology. Elsevier Science. 1994. 477-
486.
Reflection:
🞇 What is the role of S&T in your life?
A brief history of discoveries
 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.
 S&T in the ancient times
🞇 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.
H. rudolfensis H. habilis
 S&T in the ancient times
🞇 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.)

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
“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
 S&T in “Antiquity”
(600 through 529 BCE)
🞇 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)

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 S&T in the middle ages
(530 through 1452)
🞇 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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Renaissance and the
Scientific revolution
(1453 through 1659)
🞇 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
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Renaissance and the Scientific
revolution (1453 through 1659)
🞇 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

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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 The Enlightenment and the
Industrial revolution (1735 through
1819)
🞇 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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 The Enlightenment and the
Industrial revolution (1735 through
1819)
⮚ Two approaches to philosophy emerged:
empiricism (knowledge comes from
experience) and rationalism (knowledge
comes from reasoning)

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 The Industrial revolution
(18th Century)
🞇 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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 S&T in the 19th Century
(1820 through 1894)
🞇 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)

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 S&T in the 19th Century
(1820 through 1894)
🞇 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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 S&T in the 19th Century
(1820 through 1894)
🞇 The relationship between scientific
education and technological progress
became fully understood
⮚ Technical schools were founded

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Rise of modern S&T
(1895 through 1945)
🞇 Large number of scientists
🞇 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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Rise of modern S&T
(1895 through 1945)

🞇 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

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Big science and
the Post-industrial society
(1946 through 1972)
🞇 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)

Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
 Big science and
the Post-industrial society
(1946 through 1972)
🞇 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
Bunch, B and Hellemans, A. The History of Science and Technology. Houghton Mifflin Company.
New York, USA. 2004.
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)
🞇 Report on how it works and what pushed it to be
invented or achieved (historical antecedent)
🞇 Time limit: 3 mins per member, 20 mins per group (max)
Rubrics