SCIENCE , TECHNOLOGY AND SOCIETY

Lesson 1:
Historical Antecedents in Which Social
Considerations Changed the Course of Science
and Technology in The World
 Credit Image Source: [Link]

LESSON OBJECTIVES:

At the end of this topic lesson, the learners should be able to:

 discuss how the ideas postulated by Copernicus, “Darwin, and Freud

contributed to the spark of scientific revolution;
 analyze how scientific revolution is done in various parts of the world like in
Latin America, East Asia, Middle East, and Africa.

Duration
Chapter 1 – Historical Antecedents in Which = 3hours
Lesson 1 Social Considerations Changed the
Course of Science and Technology in
the World

INTRODUCTION

This lesson will give light to the development of science and scientific
ideas in the heart of the society. It is goal of this lesson to articulate ways by which
society is transformed by science and technology.

SCIENTIFIC REVOLUTION

The scientific revolution was the emergence of modern science during the
early modern period, when developments in mathematics, physics, astronomy,
biology (including human anatomy), and chemistry transformed societal views about
nature. The scientific revolution began in Europe toward the end of the
Renaissance period, and continued through the late 18th century, influencing the
intellectual social movement known as the Enlightenment. While its dates are
disputed, the publication in 1543 of Nicolaus Copernicus ‘s De revolutionist orbium
coelestium (On the Revolutions of the Heavenly Spheres) is often cited as marking the
beginning of the scientific revolution.

The scientific revolution was built upon the foundation of ancient

Greek learning and science in the Middle Ages, as it had been elaborated and further
developed by Roman/Byzantine science and medieval Islamic science. The
Aristotelian tradition was still an important intellectual framework in the 17th century,
although by that time natural philosophers had moved away from much of it. Key
scientific ideas dating back to classical antiquity had changed drastically over the
years, and in many cases been discredited. The ideas that remained (for example,
Aristotle ‘s cosmology, which placed the Earth at the center of a spherical hierarchic
cosmos, or the Ptolemaic model of planetary motion) were transformed fundamentally
during the scientific revolution.

The change to the medieval idea of science occurred for four reasons:

1. Seventeenth century scientists and philosophers were able to collaborate

with members of the mathematical and astronomical communities to
effect advances in all fields.

2. Scientists realized the inadequacy of medieval experimental methods for

their work and so felt the need to devise new methods (some of which
we use today).

3. Academics had access to a legacy of European, Greek, and Middle

Eastern scientific philosophy that they could use as a starting point
(either by disproving or building on the theorems).

4. Institutions (for example, the British Royal Society) helped validate

science as a field by providing an outlet for the publication of scientists’
work.

Science is as old as the world itself. There is no individual that can exactly identify
when and where science began. From the genesis of time, science has existed. It is
always interwoven with the society. So, how can science be defined?
 1. Science as an idea.
2. Science as an intellectual Activity
3. Science as a body of knowledge
4. Science as a personal and social activity.

Human beings have embarked in scientific activities to know and

understand everything around them. They have persistently observed and studied the
natural and the physical word to find meanings and seek answers to many questions.
They have developed noble ideas, later known as philosophy, to provide alternative or
possible explanations to certain phenomena. Humans also used religion to rationalize
the origins of life and all lifeless forms.

The idea of scientific revolution is claimed to have started in the early

16th century up to the 18th century in Europe.

Scientific revolution was the period of enlightment when the

developments in the fields of mathematics, physics, astronomy, biology, and
chemistry transformed the views of society about nature. It explained the emergence
or birth of modern science because of these developments from the disciplines
mentioned. The ideas generated during this period enabled the people to reflect,
rethink, and reexamine their beliefs and their way of life. There is no doubt that it
ignited vast human interests to rethink how they do science and view scientific
processes.

Scientific Revolution is very significant in the development of human

beings, transformation of the society, and in the formulation of scientific ideas. It also
led to the creation of a new research fields in science and prompted the establishment
of a strong foundation for modern science. In many ways, scientific revolution
transformed the natural world and the world of ideas.

Some Intellectuals and their Revolutionary Ideas

To understand further and deep what exactly happened during the

scientific revolution, it is important to examine the different individuals whose ideas
have shaken and contested the dominant theories and ideas during this period----the
truths of their time. Scientist in all periods of time is driven by their curiosity, critical
thinking, and creativity to explore the physical and natural world. Their love for
science is driven by their deep passion to know and to discover.

1. Creativity ----------------- science ideas

2. Curiosity-------------------science discoveries
3. Critical Thinking---------technology

Three (3) notable Scientist

1. Nicolaus Copernicus-Polish Mikołaj Kopernik,

German Nikolaus Kopernikus, (born February 19, 1473,
Toruń, Royal Prussia, Poland—died May 24, 1543,
Freudenberg, East Prussia [now Frombork, Poland]),
Polish astronomer who proposed that the planets have the Sun as the fixed point to
which their motions are to be referred; that Earth is a planet which, besides orbiting
the Sun annually, also turns once daily on its own axis; and that very slow long-term
changes in the direction of this axis account for the precession of the equinoxes. This
representation of the heavens is usually called the heliocentric, or “Sun-centered,”
system—derived from the Greek helios, meaning “Sun.” Copernicus’s theory had
important consequences for later thinkers of the Scientific Revolution, including such
major figures as Galileo, Kepler, Descartes, and Newton. Copernicus probably hit
upon his main idea sometime between 1508 and 1514, and during those years he
wrote a manuscript usually called the Commentariolus (“Little Commentary”).
However, the book that contains the final version of his theory, De revolutionibus
orbium coelestium libri vi (“Six Books Concerning the Revolutions of the Heavenly
Orbs”), did not appear in print until 1543, the year of his death.

2. Charles Darwin-in full Charles Robert Darwin, (born

February 12, 1809, Shrewsbury, Shropshire, England—
died April 19, 1882, Downe, Kent), English naturalist
whose scientific theory of evolution by natural
selection became the foundation of modern evolutionary
studies. An affable country gentleman, Darwin at first shocked religious Victorian
society by suggesting that animals and humans shared a common ancestry. However,
his nonreligious biology appealed to the rising class of professional scientists, and by
the time of his death evolutionary imagery had spread through all of science,
 literature, and politics. Darwin, himself an agnostic, was accorded the ultimate
British accolade of burial in Westminster Abbey, London.

3. Sigmund Freud-(born May 6, 1856,

Freiberg, Moravia, Austrian Empire [now Příbor,
Czech Republic]—died September 23,
1939, London, England), Austrian neurologist
and the founder of psychoanalysis. Freud’s article on psychoanalysis appeared in the
13th edition of the Encyclopædia Britannica.

CRADLES OF EARLY SCIENCE

Development of Science in Mesoamerica

Mesoamerica includes the entire area of Central

America from Southern Mexico up to the border of
South America. There is no doubt that the
Mesoamerica region is rich in culture and knowledge
prior to the arrival of its European colonizers.

The Maya Civilization is one of the famous civilizations that lasted for approximately
2,000 years. These people are known for their works in astronomy. They incorporated their
advanced understanding of astronomy into their temples for astronomical observation.

Mayan knowledge and understanding about celestial bodies were advanced for their
time, as evidenced by their knowledge of predicting eclipse and using astrological cycle in
planting and harvesting. The Mayans are also known for measuring time using two
complicated calendar systems. These calendars were very useful for their life especially in
planning their activities and in observing their religious rituals and cultural celebrations.

The Mayans also developed the technology for growing different crops and building
elaborate cities using ordinary machineries and tools. They built hydraulics system which
sophisticated waterways to supply water to different communities.

Furthermore, they used various tools and adapt themselves to innovations especially in
the field of arts. The Mayans built looms for weaving cloth and devised a rainbow of glittery
paints made from a mineral called mica. They are also believed to be one of the first people to
produce rubber products 3,000 years before Goodyear received its patent in 1844.
 The Mayans are considered one of the most scientifically advanced societies in
Mesoamerica. They are also famous as one of the world’s first civilizations to use a writing
system known as the Mayan hieroglyphics. They were also skilled in mathematics and created
a number system based on the numeral 20. Moreover, they independently developed the
concept of zero and positional value, even before the Romans did.

The Inca civilization is also famous in Mesoamerica. The Incas made advance scientific
ideas considering their limitations as an old civilization. The following were scientific ideas
and tools that they developed to help them in everyday life:

1. Roads paved with stones.

2. Stone buildings that surmounted earthquakes and other disasters;

3. Irrigation system and technique for storing water for their crops to grow in all types
of land;

4. Calendar with 12 months to mark their religious festivals and prepare them for
planting season;

5. The first suspension bridge;

6. Quipu, a system of knotted ropes to keep records that only experts can interpret; and

7. Inca textiles since cloth was one of the specifically prized artistic achievements.

Following the Inca, the Aztec civilization has also made substantial contributions to
science and technology and to the society as a whole. Some of their contributions are the
following:

1. Mandatory education.

2. Chocolates

3. Antispasmodic medication

4. Chinampa

5. Aztec calendar

6. Invention of the canoe.

Development of Science in Asia

Asia is the biggest continent in the world and the

home of many ancient civilizations. It is a host to many
cultural, economic, scientific, and political activities of
all ages. In the field of science, technology, and
mathematics, great civilizations have stood out: India,
China, and the Middle East civilizations. These civilizations were incomparable in terms of
their contributions to the development of knowledge during their time.

India

Technological developments in India differ from the two nations mentioned

above, in that the impact will be more beneficial to the overall wellbeing of the
country; providing more than just economic growth. Specifically, experts see the
spread of digital innovation, alongside advances in energy and genomics as being
integral to the nation’s progression, improving business and agricultural productivity,
updating healthcare and education services, and, most importantly, raising the living
standards for millions of citizens. That’s not to discount the economic potential of
these changes, predicted to be in the region of $550 billion to $1 trillion by the year
2025 if things continue at the current rate.

Already, cheap vaccines and sundry other drugs have enabled India to
establish itself firmly in the international pharmaceutical industry to such an extent,
that 80% of charity Médecins Sans Frontières’ anti-HIV drugs are from Indian
generics.

Meanwhile, India has big plans for the country’s energy sector. In 2015, coal
was still, understandably, the main source of energy in the country, responsible for
roughly two-thirds of electricity. This is something the government is looking to
change moving forward, as they endeavor to focus aggressively on solar power.

In 2014 for instance, the government set the target of producing 100 gigawatts
of solar-energy by 2022; a vast increase from the 3.7-gigawatt capacity, it currently
provides – a miniscule 1.4% of India’s total electricity. Wind power currently plays a
significant role too. Producing 23 gigawatts, the country’s wind-power capacity is
roughly the planet’s fourth biggest, roughly equal with Spain.
 India has also made great strides in its scientific endeavours in recent years,
most notably in the form of the 2008 and 2014 Moon missions Chadrayaan-1 and the
Mars orbiter Mangalyaan; though it is fair to say the country’s space programme has
received both positive and negative responses to these projects.

Although the initiatives mentioned above are a step in the right direction,
making the most of these developments will not be simple, due to the many issues
afflicting the country at the moment. Telecommunication infrastructure, for one thing,
is far from ideal, while computer literacy is still relatively limited among the Indian
population at large. Fortunately, there is plenty the government can do to encourage
the growth of India’s tech industries. Supporting entrepreneurs and major reforms to
regulatory systems would be advantageous, whilst greater investment in R&D –
which was as low as 0.87% of GHDP in 2010 – will have a similarly beneficial effect
to China’s additional investment.

Furthermore, irrespective of India’s recent successes, the India nonetheless

continues to lead the world in incidents of tuberculosis and maternal deaths and is also
unable to provide a quarter of its citizens with electricity. Therefore, given that the
country is likely to become the most populous within a generation, India will
undoubtedly require significant technological and scientific development to meet the
energy, food, and health care needs of its people.

China

Throughout history, China has been the origin of countless technologies we

take for granted in the modern age: paper, matches, the iron plough, propellers, and
even the rocket are all the product of Chinese research and innovation from times
past. Having had such a huge impact on human society, it’s probably fair to say we
may not be at our current state of technological advancement without them. However,
in recent decades, science and technology in the country has stagnated, whilst their
European counterparts underwent a scientific revolution in the 16th century.

As such, in 2006, the government unveiled its ‘ingenious innovation’

campaign, aiming to make the country a technological powerhouse by 2020, and
likewise help solve some of the country’s biggest problems: air pollution and
inequality. In the succeeding years since the initiative was announced, China has
already seen noticeable benefits. In 2014, for example, roughly 7 million students are
expected to graduate from Chinese universities, a 7-fold increase from the 1.1 million
who completed courses in 2001. To support this rapid increase in advanced study, in
the past 5 years, China has implemented a range of complimentary initiatives aimed at
precipitating ‘indigenous innovation’, reducing the nation’s reliance on the US and
West in general for its advanced technologies.

Together with the aforementioned programmes and initiatives, the Chinese

government is also investing heavily in various tech industries to help realise the
country’s ambitions.

In 2012, spending on Research and Development (R&D) totalled one trillion

Yuan, equivalent to $164 billion – just a shade under 2% of the nation’s GDP.
Compare this to the States, which spent $447 billion/2.8% GDP in the same year, and
you can see the gap between the two countries is fast disappearing. Interestingly,
China is actually predicted to overtake the United States in this regard by the year
2022.

The combination of the influx of tech students and intensified investment has
led researchers to conclude that China is now a major player in world science and
technology, and will become progressively more important in future, thanks to its
large population, locally based scientists, and a government keen to finance these
industries.

China’s recent focus on technology and science does have its downsides,
however. According to two Chinese university deans, obtaining grants in the country
depends largely on buttering-up bureaucrats rather than good research; a claim
supported by the findings of an anti-corruption watchdog in 2014, which said it had
uncovered evidence of “fraud in research grants by China’s Ministry of Science and
Technology and at prestigious Fudan University”.

Middle East

Over the centuries, scientific and technological advances have repeatedly

enabled foreign powers to interfere with the functioning of Middle Eastern
economies, as well as to undermine the security of the less advanced countries of the
region. This section will discuss some of the main technology-related events that led
to this situation, which continues today.
 Following the rise of Islam in the seventh century, science and technology flourished
in the Islamic world to a far greater extent than in the West. Muslim rulers promoted the
translation of Greek philosophy and science, and then encouraged further scientific
exploration in numerous fields including mathematics, astronomy, medicine, pharmacology,
optics, chemistry, and physics. Much of the knowledge developed by the Muslims and
transmitted to the Europeans enabled Europe to emerge from the Dark Ages into the
Renaissance (Saliba 2011).

Until the sixteenth century, the Arab world was connected by a unique system of
trade and transport that unified its large population scattered over vast areas of land and sea.
The system sustained the economy of each Arab state, underpinned trade with Europe, and
fed into the various international trading systems (Bahlan 1999, 261).

In fact, the Arabs had developed an effective transnational trading system which
reached its peak in the eighth to sixteenth centuries and which was based on local
technological inputs, such as skilled merchants and caravan managers, navigators with
extensive geographic knowledge efficiently operated ports and trading emporia, scientifically
bred camels, and seaworthy dhows (Bahlan 1999, 262). Trust and mutual dependence among
closely knit social groups prevailed. The socioeconomic support of the transport and trading
system enhanced regional harmony and the stability of local communities. The mechanics of
the Arab trading system were so flexible that traders could move their business readily from
place to place in response to changes in supply and demand, or in order to avoid ruthless
rulers or areas of conflict (Bahlan 1999, 263). Since trade brought prosperity and
employment, local governments sought to attract traders, and provide security and support
facilities to ease the process of trade and the life of the traveller.

The Arab transport system was responsible for the large–scale circulation of people
and information. This included the diffusion of agricultural products, inventions, and all types
of knowledge. Thus, the trade and transport system had a powerful economic, social, and
cultural impact. It also integrated the economies of Arab countries with each other and with
those of Asia, the Mediterranean, and Africa.

According to Antoine Zahlan (1999), there are three main reasons Middle Eastern
countries lag behind in terms of technology and scientific knowledge: their loss of trade and
transportation systems, the effects of the Industrial Revolution on Arab economies, and the
political and economic effects of the colonization and neo-colonization processes.

Development of Science in Africa

 Science, technology, and innovation are familiar issues to the G8. In 2000 in
Okinawa, G8 leaders established a task force to address the global digital divide, and
at the 2003 summit in Evian, G8 leaders endorsed an action plan for science and
technology in sustainable development. There is a clear continuing need for these
important initiatives.

We would like to stress, more generally, the fundamental importance of science,

technology, and innovation in tackling a wide range of problems facing Africa and
other developing regions. The goal of securing a sustained improvement in the living
standards of nations is highly complex and should be informed by scientists along
with economists, social scientists, and other experts in the field of development. At
the heart of this endeavor, alongside issues of governance, security, and trade, lies the
capacity of nations to engage with global science and technology. We, the national
science academies of the G8 nations and the Network of African Science Academies,
therefore, call on world leaders, including those meeting at the Gleneagles G8 Summit
in July 2005, to implement the following recommendations without delay. For our
part, we also commit ourselves to working with appropriate partners towards these
urgent goals.

 Recognize that science, technology, and innovation underpin success and

sustainability in all aspects of international development in Africa, including
poverty alleviation and economic growth as well as in areas such as health
and agriculture. African countries must be able to develop, adapt and exploit
scientific and technological solutions appropriate to their specific needs,
otherwise they risk becoming ever more dependent on advice and assistance
from the developed world.
 Recognize that investment in a country’s own science capabilities, along with
development of merit-based processes and institutions, are essential to the
successful use of science, technology, and innovation in Africa, and are
fundamental to sound policymaking, good governance, and industrial
development. African countries need to have in place appropriate mechanisms
and infrastructure for training and exploitation of knowledge. This will enable
them to make meaningful evidence-based policy, in order adequately to
address local needs and participate in the international community on science
and technology issues.
 Recognize that for innovation, growth, and policymaking in Africa, it is
fundamental to promote and develop an environment that encourages
knowledge to be produced, communicated, and applied to a nation’s needs.
Sustainable national structures and strategies are needed to provide and
maintain a source of well-trained, knowledgeable people, requiring attention
at all levels of education from primary to tertiary.
 Help revitalize African universities and support the development of centres of
excellence in science, engineering, and technology, including African
institutes of technology. The Commission for Africa report in March 2005,
for example, stressed the need for investment in higher education and centres
of excellence, particularly in science and technology. Joint science
academies’ statement: Science and technology for African development June
2005
 Explicitly build development of science, technology, and innovation capacity
into international assistance programmes, including those for specific
development sectors, and ensure that these initiatives are African-led and
sensitive to social and cultural diversity. Isolated investment in science and
technology is not enough – capacity development initiatives should be
integrated into programmes in specific sectors. A health programme, for
example, should also seek to develop local expertise and resource to enable
locals to continue to address the issues long after the specific programme has
ended.
 Encourage the transfer and sharing of scientific, technological and innovation
excellence between the developed and developing worlds, as well as among
developing world nations. It is critical to ensure appropriate networks are in
place to enable all nations to share their experiences and best practice.
 Identify explicit funds for science, technology, and innovation capacity
building in Africa. Without adequate funding, nothing will change.
 Continue to keep the development of science, technology, and innovation
capacity on the G8 agenda in forthcoming years. Regular updates at annual
Summits will help to maintain the momentum for change.
 Lesson 2
Historical Antecedents Which
Revolutionized Science and
Technology in the Philippines
 Credit Image Source: [Link]

Introduction
What was the Scientific Revolution and when was it? The Introduction states that
it started around 1500 and ended around 1700 and it is the most important and talked-
about era in the history of science. Some see it as a break from the medieval world.
Others see it as an illusion of retrospection. The period saw a substantial increase in
the number of people asking questions about the natural world, a proliferation of new
answers, and the development of new methods for getting answers. The Scientific
Revolution laid many of the foundations that continue to underpin modern scientific
methods and knowledge.

Specific Objectives
At the end of the lesson, the students should be able to:
1. [Link] in lifelong learning and be cognizant of the need to keep abreast of
 the developments in the specific field of practice (PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English and Filipino
3. Work effectively and independently in multidisciplinary and multi-cultural
teams (PQF level 6 descriptor)
4. Recognize professional, social, and ethical responsibility 5. Appreciate
“Filipino historical and cultural heritage” (based on RA 7722)

Lesson Proper

Ancient, Middle and Modern Ages Science and Technology in the Philippines
Intellectual revolutions that defined society.

A. Nicolaus Copernicus-Polish Mikołaj Kopernik, German Nikolaus

Kopernikus, (born February 19, 1473, Toruń, Royal Prussia, Poland—died
May 24, 1543, Freudenberg, East Prussia [now Frombork, Poland]), Polish
astronomer who proposed that the planets have the Sun as the fixed point to
which their motions are to be referred; that Earth is a planet which, besides
orbiting the Sun annually, also turns once daily on its own axis; and that very
slow long-term changes in the direction of this axis account for the precession
of the equinoxes. This representation of the heavens is usually called
the heliocentric, or “Sun-centered,” system—derived from the Greek helios,
meaning “Sun.” Copernicus’s theory had important consequences for later
thinkers of the Scientific Revolution, including such major figures
as Galileo, Kepler, Descartes, and Newton. Copernicus probably hit upon his
main idea sometime between 1508 and 1514, and during those years he wrote
a manuscript usually called the Commentariolus (“Little Commentary”).
However, the book that contains the final version of his theory, De
revolutionibus orbium coelestium libri vi (“Six Books Concerning the
Revolutions of the Heavenly Orbs”), did not appear in print until 1543, the
year of his death.

B. Charles Darwin-in full Charles Robert Darwin,

(born February 12, 1809, Shrewsbury, Shropshire,
England—died April 19, 1882, Downe, Kent),
English naturalist whose scientific
 theory of evolution by natural selection became the foundation of modern
evolutionary studies. An affable country gentleman, Darwin at first shocked
religious Victorian society by suggesting that animals and humans shared a
common ancestry. However, his nonreligious biology appealed to the rising
class of professional scientists, and by the time of his death evolutionary
imagery had spread through all of science, literature, and politics. Darwin,
himself an agnostic, was accorded the ultimate British accolade of burial
in Westminster Abbey, London.

C. Sigmund Freud-(born May 6, 1856,

Freiberg, Moravia, Austrian Empire [now
Příbor, Czech Republic]—died September
23, 1939, London, England), Austrian neurologist and the founder
of psychoanalysis. Freud’s article on psychoanalysis appeared in the 13th
edition of the Encyclopædia Britannica.

Science Technology and Nation Building

1. The Philippine Government S&T Agenda

The Science and Technology Agenda for National Development (STAND)
spells out the areas which will be the focus of scientific and technological
efforts in 1993 to 1998. It is a part of a series of measures that shall be pursued
to realize the vision of Philippines 2000 which is to make the Philippines a
newly industrializing country (NIC) by the end of the century. The STAND
emphasizes the development and utilization of superior technologies to a level
of competitive advantage. This document indicates the major S&T
intervention areas identified from a process of technical assessment and
consultation. The S&T intervention areas shall serve as basis for developing
S&T programs and projects by implementing agencies and for funding S&T
programs and projects of DOST and other government agencies and
institutions.
Source Info: [Link]

2. Major development programs and personalities in S&T in the Philippines

The Science, Technology, Research, and Innovation for Development (STRIDE)
Project is a five-year $32 million initiative of the United States Agency for
International Development designed to spur inclusive economic growth in the
Philippines by boosting science and technology research.
 Implemented by RTI International, the STRIDE project works closely with
Philippine academic institutions and industries to transform their capacity to produce
research, university graduates with industry-relevant skills and training, and
innovative partnerships to accelerate development in the country. STRIDE is
achieving these goals through

 Improved higher education curriculum in response to the industry and the job
market needs
 Improved qualifications of faculty and staff in higher education institutions
engaged in relevant science, technology and innovation (STI) disciplines
 Improved research capacity in critical STI disciplines
 Strengthened linkages between universities and industry in high growth
economic sectors
 Strengthened policy and management capacity of higher education institutions
in improving the STI ecosystem.

Learning Systems Institute experts in career counseling, career center design and
administration, instructional design, and human performance technology
improvement are helping to achieve STRIDE goals by establishing university-based
career services centers in Palawan and Mindanao.
In Manila, LSI restructured engineering instructional curricula for several
engineering schools to be more responsive to the needs of industry and the job
market.
Science and Technology Scholarship Law of 1994 (Republic Act No. The labor
force totaled to 40.05 million and 11.21 million were employed in the agriculture
sector which was around 30% of the national employment. The Intellectual Property
Code of the Philippines (Republic Act No. Dr. Galvez observed mitotic disruptive
properties of Lunasin in mammalian cancer cells, he saw that it prevented normal
cells from turning into cancerous cells.
The Philippine National Health Research System Act (2013), meanwhile, has
formed a network of national and regional research consortia to boost domestic
capacity. Scientific output is modest, with Filipino scientists producing just nine
articles per million inhabitants in 2014, according to Thomson Reuters' Web of
Science (Science Citation Index Expanded).
128 of January 30, 1987, Reorganizing the National Science and Technology
Authority. Trillion Dollar Coach Book (Bill Campbell) Most of the researches are
inclined in solving the problem of increasing hunger in the country by creating a more
efficient and cheaper process of yielding produce. The Spanish introduced formal
education and founded scientific institution. 2 weeks ago This has become a
widespread concern of governments especially since the post-world war II years. The
Philippine National Oil Co. -Alternative Fuels Corp and the San Carlos Bioenergy
Inc. are discussing on creating a 1,000-hectare sweet sorghum plantation solely for the
purpose of using the produce as feedstock for bioethanol production. Engineering is
the field of science that applies both science and math to solve problems. The
Department of Education, with the National Science Development Board (NSDB), is
organizing a project to provide selected high schools with science teaching equipment
over a four-year period. In his Third State of the Nation Address on January 22, 1968,
he recognized that technology was the leading factor in economic development, and
channeled additional funds to support projects in applied sciences and science
education. In his Fourth State of the Nation Address on January 27, 1969, he gave a
big part of the war damage fund to private universities to encourage them to create
courses in science and technology and to research. 1295 of January 27, 1978, Creating
the National Engineering Center. Your message goes here The main agency
responsible for managing science and technology (S&T) is the Department of Science
and Technology (DOST). Executive Order No. A Research and Development Plan
was also formulated to examine and determine which areas of research needed
attention and must be given priority.
• Because of this situation, the DOST embarked on the Engineering and Science
Education Project (ESEP) in 1992 through a World Bank loan. The Science and
Technology Master Plan was formulated which aimed at the modernization of the
production sector, upgrading research activities, and development of infrastructure for
science and technological purposes.

Such projects included research and development schools, technical institutes,

science education centers, and agricultural colleges and vocational high schools. In
1972, he created the National Grains Authority to provide for the development of the
rice and corn industry to fully harness it for the economy of the country. The grants
for the research and development programs was included in the Omnibus Investment
Law. There were noticeable improvements regarding science and technology as
stated in President Fidel Ramos' State of the Nation Address. Forestry is the field of
science that practice planting, managing and taking care of trees. One example of the
virtues of sustained support for research is the Technology Transfer Act (2010) is
expected to enhance innovation by providing a framework and support system for the
ownership, management, use and commercialization of intellectual property arising
from government-funded research and development (R&D).To better address needs in
terms of human capital, the Fast- Tracked Science and Technology
Scholarship Act (2013) expands the coverage of existing scholarship
programmes and strengthens the teaching of science and mathematics in
secondary schools.

List of National Scientist of the Philippines

Year
Name Field of Specialization
Conferred

1. Juan S. Salcedo, Jr., M.D. (+) 1978 Nutrition and Public Health

2. Alfredo C. Santos, [Link]. (+) 1978 Physical Chemistry

3. Gregorio Y. Zara, [Link]. (+) 1978 Engineering and Inventions

4. Fe Del Mundo, M.D. (+) 1980 Pediatrics

5. Eduardo A. Quisumbing, Plant Taxonomy, Systematics, and

1980
Ph.D. (+) Morphology

6. Geminiano T. de Ocampo,
1982 Ophthalmology
Ph.D. (+)

7. Casimiro V. del Rosario, Ph.D Physics, Astronomy, and

1982
(+) Meteorology

8. Gregorio T. Velasquez, Ph.D.

1982 Phycology
(+)

9. Francisco M. Fronda, Ph.D.

1983 Animal Husbandry
(+)

10. Francisco O. Santos, Ph.D. Human Nutrition and Agricultural

1983
(++) Chemistry

11. Carmen C. Velasquez, Ph.D.

1983 Parasitology
(+)

12. Teodoro A. Agoncillo,

1985 Philippine History
Litt.D. (++)

13. Encarnacion A. Alzona,

1985 Philippine History
Ph.D. (+)

14. Hilario D. G. Lara, M.D., Dr.

1985 Public Health
P.H. (+)

15. Julian A. Banzon, Ph.D. (+) 1986 Chemistry

16. Dioscoro L. Umali, Ph.D. (+) 1986 Agriculture and Rural Development

17. Luz Oliveros-Belardo, Ph.D.

1987 Phytochemistry
(+)

18. Jose Encarnacion Jr., Ph.D.

1987 Economics
(+)

19. Alfredo V. Lagmay, Ph.D.

1988 Experimental Psychology
(+)

20. Paolo C. Campos, M.D. (+) 1989 Nuclear Medicine

21. Pedro B. Escuro, Ph.D. (+) 1994 Genetics and Plant Breeding
22. Clara Y. Lim-Sylianco,
1994 Biochemistry and Organic Chemistry
Ph.D. (+)

Biochemical Genetics and

23. Dolores A. Ramirez, Ph.D. 1998
Cytogenetics

24. Jose R. Velasco, Ph.D. (+) 1998 Plant Physiology

25. Gelia T. Castillo, Ph.D. 1999 Rural Sociology

26. Bienvenido O. Juliano, Ph.D. 2000 Organic Chemistry

27. Clare R. Baltazar, Ph.D. 2001 Systematic Entomology

28. Benito S. Vergara, Ph.D. 2001 Plant Physiology

29. Onofre D. Corpuz, Ph.D. (+) 2004 Political Economics and Government

30. Ricardo M. Lantican, Ph.D. 2005 Plant Breeding

31. Lourdes J. Cruz, Ph.D. 2006 Marine Biology

32. Teodulo M. Topacio 2008 Veterinary Medicine

33. Mercedes B. Concepcion 2010 Demography

34. Ernesto O. Domingo 2010 Infectious Diseases

35. Perla D. Santos-Ocampo (+) 2010 Pediatrics

36. Raul V. Fabella 2011 Economics

37. Bienvenido F. Nebres, S.J. 2011 Mathematics

38. Angel C. Alcala, Ph.D. 2014 Biological Sciences

39. Ramon C. Barba, Ph.D. 2014 Horticulture

40. Gavino C. Trono, PhD 2014 Marine Biology

41. Edgardo D. Gomez, PhD 2014 Marine Biology

Legend: (+) deceased; (++) posthumous conferment.