Module 1 Reviewer: The Nature and universe.

Fields of Science  Life Science: Study of living

components (Biology).
1. Definition of Science
Origin: Derived from the Latin
word "Scientia," meaning
knowledge.
Definition: A systematic body of
knowledge that provides
plausible explanations and
predictions about the universe or
natural world based on verifiable
evidence.
2. Main Fields of Science
 Natural Sciences: Study of
the physical world through
experimentation.
 Formal Sciences: Disciplines
dealing with formal
theoretical systems (e.g.,
Mathematics, Statistics).
 Social Sciences: Study
of human society and
interpersonal
relationships.
 Applied Sciences:
Application of scientific
knowledge to practical
problems.

3. Natural Sciences
Characteristics: High degree of
control, objectivity, accuracy, and
replicability.
Branches of Natural Science:
 Physical Science: Study
of non-living
components (Physics,
Chemistry).
 Earth and Space Science:
Study of Earth and the
4. Formal Sciences
Disciplines: Mathematics,
Statistics, Logic, Theoretical
Computer Science, Information
Theory.
Methods: A priori knowledge
derived from reasoning.

5. Social Sciences
Characteristics: Often referred to
as "soft sciences" due to the
study of intangibles like human
behavior and interactions.
Branches of Social Science:
 Psychology: Study of mental
processes and behavior.
 Sociology: Study of
institutions and social
relationships.
 Philosophy: Study of
knowledge and life's
meaning.
 History: Study of past
events.
 Anthropology: Study of
humans and their
ancestors.
 Geography: Study of Earth's
physical and cultural
features.
 Political Science: Study of
governance.
 Economics: Study of
production, distribution,
and consumption of
goods and services.

6. Applied Sciences
Focus: Technological
applications and development.
Examples: 6. Data Analysis:
Processing and
 Medicine: Application of
analyzing data.
biological and biochemical
7. Conclusion: Confirming
knowledge for disease
or rejecting the
treatment.
hypothesis.
 Allied Health Sciences:
Includes Nursing,
Pharmacy, Physical
Therapy.
 Engineering: Application of
scientific and mathematical
methods for design and
construction.

7. Technology and Innovation

 Technology:
Practical
application of
scientific
knowledge.
 Innovation: Introduction of
new ideas, devices, or
methods that are more
effective and efficient.

8. Scientific Method
Steps:
1. Observation:
Recognizing
occurrences in nature.
2. Asking Questions:
Formulating
questions to
investigate.
3. Literature Search:
Reviewing existing
studies.
4. Hypothesis Formulation:
Making an educated guess.
5. Experimentation: Testing
the hypothesis.
Iterative Process: Leads to further
observations and questions.
9. Scientific Theory and Law
 Scientific Theory: A coherent
set of ideas explaining a
phenomenon; testable and
falsifiable.
 Scientific Law: A generalized
rule describing a
phenomenon; describes but
does not explain.

Module 2 Reviewer: Historical

Antecedents of Science and
Technology (S&T) in the Global
and Philippine Context
A. STS in the Pre-historic Era
1. Stone Age (2.5
million years ago -
5000 BCE)
 Old Stone Age
(Paleolithic Period):
 Use of chipped stone
tools, tusks, and
bones.
 Discovery of fire
around 400,000 BCE.
 Middle Stone Age
(Mesolithic Period):
 Use of microliths
(small, sharpened
flint tools).
 Development of
agriculture around
10,000 BCE.
 New Stone Age
(Neolithic Period):
 Use of polished stone
tools, pottery, and
agriculture.
 Formation of larger
social groups and
political structures.
 2. Bronze Age (3,500 - 3,000 4. Indian Civilization (3,100 BCE
BCE) - 650 CE)
 Use of bronze for  Development of
tools and weapons. Hinduism and
 Invention of the Buddhism.
wheel and plow.  Contributions to
3. Iron Age (1,200 - 550 BCE) mathematics,
 Smelting of iron from including the
ore. concept of zero.
 Use of iron for 5. Meso-American Civilization
weapons and tools, (1,500 BCE - 900 CE)
contributing to  Cultivation of crops like
military and trade corn and beans.
advancements.  Development of writing
systems and paper.
B. STS in Ancient Civilizations 6. Greek Civilization (1,200 -
1. Mesopotamian Civilization 323 BCE)
(3,000 - 500 BCE)  Contributions to
 Invention of philosophy, science,
cuneiform writing. and mathematics.
 Foundations of  Key figures: Thales,
astronomy and Pythagoras, Socrates,
mathematics (base- Plato, Aristotle.
60 number system). 7. Roman Civilization (800 BCE
2. Egyptian Civilization (3,000 - - 500 CE)
50 BCE)  Advancements in
 Advancements in governance,
engineering, infrastructure, and
architecture, and engineering.
medicine.  Development of
 Development of concrete roads,
hieroglyphic writing aqueducts, and
and papyrus. public buildings.
3. Chinese Civilization (1,500
BCE - 705 CE) C. STS in the Middle Ages (500 -
 Construction of the 1,500 CE)
Great Wall.  Feudalism: Dominant
 Inventions like political structure in Europe.
gunpowder,  Alchemy: Pseudoscience
woodblock printing, focused on transforming
and books. metals and discovering the
philosopher's stone.
  Byzantine Empire:  Introduction of Catholicism
Continued Roman and Hispanic culture.
traditions and
advancements.
D. Renaissance (1300 - 1600)
 Cultural Rebirth: Shift from
divine to secular thinking.
 Key Figures: Leonardo da
Vinci, Nicolaus Copernicus,
Galileo Galilei.
 Scientific Revolution:
Emergence of modern
science with emphasis on
empirical evidence.
E. Industrial Revolution (1760 -
1840)
 Mechanical Innovations:
Steam engine, textile
machinery.
 Positive Effects: Increased
economic output,
urbanization, and mass
education.
 Negative Effects: Poor
working conditions, child
labor, environmental
pollution.
F. STS in the Philippines
1. Pre-Colonial Era
 Tabon Man: Earliest known
human fossils.
 Aetas (Negritos): First
inhabitants, used stone
tools.
 Malay Polynesians:
Advanced tools and
agriculture.
 Political Units: Barangay
system led by a Datu.

2. Spanish Colonial Era (1521 -

1898)
  Establishment of Science and Technology
educational institutions Scholarship Act.
(e.g., University of Santo  Republic Act 10612: Balik
Tomas). Scientist Program.
 Forced labor systems
(Encomienda and
Haciendas).
3. American Colonial Era (1898
- 1946)
 Introduction of public
education and English
language.
 Establishment of the
University of the
Philippines (UP).
 Focus on tropical disease
research and agricultural
advancements.
4. Japanese Occupation (1941 -
1945)
 Disruption of scientific
and technological
progress due to war.
5. Independent Republic (1946
- Present)
 Post-War Era:
Establishment of the
National Science
Development Board
(NSDB).
 Marcos Era: Creation of
PAGASA, PNOC, and
NAST.
 EDSA Revolution:
Reorganization of
science agencies under
DOST.
 Modern Era: Focus on
space science,
renewable energy, and
infrastructure
development.
Key Legislation and Programs
 Republic Act 7687:
  Republic Act 8749:  Technology: Practical
Philippine Clean Air Act. application of scientific
 Republic Act 9367: Biofuels knowledge.
Act.
 Republic Act 10533: 4. Literature Search and
Enhanced Basic Education Hypothesis Formulation
Act (K-12).  Literature Search: Review of
existing studies to identify
National Scientists gaps.
 Hypothesis: An
 Criteria: PhD and educated guess that is
substantial contributions testable and falsifiable.
to science.
 Recognition: Highest 5. Experimentation and Data
national honor for Filipino Analysis
scientists.  Experimentation:
Systematic actions to
test a hypothesis.
Additional Information
 Data Analysis:
1. Scientific Method Processing data to
 Steps: determine results.
a. Observation
b. Asking Questions 6. Conclusion
c. Literature Search  Conclusion: Rational
d. Hypothesis Formulation confirmation or
e. Experimentation rejection of the
f. Data Analysis hypothesis based on
g. Conclusion. results.

Iterative Process: Leads to further 7. Renaissance Italy

observations and questions.  Cultural Bridge: Between
2. Scientific Theory and Law Middle Ages and
 Scientific Theory: A Modern Age.
coherent set of ideas  Urbanization: Italian city-
explaining a phenomenon; states were the most
testable and falsifiable. urbanized and wealthy
 Scientific Law: A generalized in Europe.
rule describing a
phenomenon; describes 8. Scientific Revolution
but does not explain.  Key Figures: Johannes
Kepler, Sir Isaac
3. Innovation and Technology Newton.
 Innovation: Introduction  Empiricism: Emphasis
of new ideas, devices, on experimental
or methods. evidence.
 9. Industrial Revolution  Normal Science:
 British Agricultural Accumulation of scientific
Revolution: Preceded the facts within an accepted
industrial revolution with paradigm.
innovative farming tools.  Kuhn Cycle: Scientific
 Factory System: Led to progress is cyclical,
specialization of labor and evolving from normal
mass production. science to a new paradigm
through a scientific
10.Philippine Context revolution.
 Pre-Colonial Trade: Arab 2. Phases of a Scientific
and Indian traders Revolution (Kuhn Cycle)
influenced local culture  Pre-science Phase: No
and technology. consensus model or
 Spanish Contributions: theory.
Introduction of Western  Normal Science: Routine
education and scientific activities within
infrastructure. the accepted paradigm.
 American Contributions:  Model Drift Phase:
Establishment of Anomalies begin to
scientific institutions appear.
and public education.  Model Crisis Phase:
 Modern Developments: Accumulation of major
Focus on renewable anomalies challenges the
energy, space science, existing paradigm.
and infrastructure  Model Revolution Phase:
under the Build, Build, Construction of a new
Build program. paradigm.
 Paradigm Shift Phase:
Gradual acceptance of the
Module 3 Reviewer: Science new paradigm.
Revolutions, Nation Building, and
Sustainable Development 3. Scientific Revolutions that
Changed Society
Lesson 1 - Scientific Revolutions
a. Copernican Revolution:
1. Thomas Samuel Kuhn Shift from geocentric to
 Concept: Introduced the heliocentric model of the
idea of paradigm shifts in universe.
scientific progress.  Key Figures: Nicolaus
 Paradigm: The main Copernicus, Galileo
theoretical framework Galilei, Johannes
explaining a phenomenon. Kepler, Isaac
Newton.
 Impact: Eroded blind
faith in religious
authorities and
established science as
the arbiter of truth.
 b. Darwinian Revolution: (biotechnology,
Introduction of the theory nanotechnology,
of evolution by natural AI).
selection.
 Key Figure: Charles
Darwin.
 Impact: Polarized
society but provided
a scientific basis for
understanding
biological diversity.

c. Freudian
Revolution:
Development of
psychoanalysis.
 Key Figure: Sigmund
Freud.
 Impact:
Revolutionized the
understanding and
treatment of mental
illness.
Lesson 2 - STI and Nation-Building
1. STI in Nation-Building: A
Case Study of
Singapore
 Background: Singapore
transformed from a
poor nation to a global
economic powerhouse.
 Strategies:
a. Industrialization
master plan.
b. Investment in
education and
technical skills.
c. Trade liberalization
and modernization
of the service
economy.
d. Focus on
emerging
technologies
2. STI and the Philippine
Nation-Building
 Challenges: Underutilization of
natural and human resources.
 Strategies:
a. Philippine Innovation Act
of 2019: Formation of the
National Innovation
Council (NIC).
b. National Innovation
Agenda and Strategy
Document (NIASD) 2023-
2032: Focus
on R&D, market-driven
innovation, technology
adoption, and
entrepreneurship.
 Current State:
a. Agriculture and MSMEs
are marginalized.
b. Philippines ranks 56th in
the Global Innovation
Index (GII) 2023.
c. Strengths: High-tech
imports/exports, creative
goods exports.
d. Weaknesses: Low R&D
expenditure, high pupil-
teacher ratio.

3. Current Government
Programs on STI
a. Small Enterprises
Technology Upgrading
Program (SETUP):
Encourages productivity
and innovation in MSMEs.
b. Startup Research Grant
Program (SRGP): Assists
startups in R&D and
market traction.
c. Balik Scientist Program  End hunger, achieve food
(BSP): Attracts Filipino security, improve nutrition,
experts abroad to and
contribute to local STI.

d. Science for Change Program

(S4CP): Includes NICER,
CRADLE, ROLEAD, and
BIST
programs.

e. Harmonized National R&D

Agenda (HNRDA) 2022-2028:
Guides prioritized R&D
areas.
Lesson 3 - Sustainable
Development Goals (SDGs)
1. What are the SDGs?
 The Sustainable
Development Goals (SDGs)
are a set of 17 global goals
established by the United
Nations (UN) in 2015 as
part of the 2030 Agenda for
Sustainable Development.
 These goals aim to address
global challenges such as
poverty, inequality,
climate change,
environmental
degradation, peace, and
justice.
 The SDGs are
interconnected, meaning
progress in one goal often
supports progress in
others.

2. The 17 SDGs
a. No Poverty:
 End poverty in all its forms
everywhere.

b. Zero Hunger:
 promote sustainable inclusive and sustainable
agriculture. industrialization, and foster
innovation.
c. Good Health and Well-being:
 Ensure healthy lives and
promote well-being for all
at all ages.

d. Quality Education:
 Ensure inclusive and
equitable quality
education and promote
lifelong learning
opportunities for all.

e. Gender Equality:
 Achieve gender equality
and empower all women
and girls.

f. Clean Water and Sanitation:

 Ensure availability and
sustainable management
of water and sanitation
for all.

g. Affordable and
Clean Energy:
 Ensure access to
affordable, reliable,
sustainable, and modern
energy for all.

h. Decent Work and

Economic Growth:
 Promote sustained,
inclusive, and sustainable
economic growth, full and
productive employment,
and decent work for all.

i. Industry, Innovation,
and Infrastructure:
 Build resilient
infrastructure, promote
 sustainable development,
provide access to justice for
j. Reduced Inequalities: all, and build effective,
 Reduce inequality within accountable, and
and among countries.

k. Sustainable Cities and

Communities:
 Make cities and human
settlements inclusive, safe,
resilient, and sustainable.

l. Responsible
Consumption and
Production:
 Ensure sustainable
consumption and
production patterns.

m. Climate Action:
 Take urgent action to
combat climate change
and its impacts.

n. Life Below Water:

 Conserve and sustainably
use the oceans, seas, and
marine resources for
sustainable development.

o. Life on Land:
 Protect, restore, and
promote sustainable use of
terrestrial ecosystems,
sustainably manage
forests, combat
desertification, and halt
and reverse land
degradation and
biodiversity loss.

p. Peace, Justice, and

Strong Institutions:
 Promote peaceful and
inclusive societies for
 inclusive institutions at all globally.
levels.  SDG 6 - Clean Water and
Sanitation: 2.4 billion
q. Partnerships for the Goals: people live in water-
 Strengthen the means of stressed countries.
implementation and
revitalize the global
partnership for
sustainable development.

3. Global Progress on the

SDGs (2023 Update)
 Only 16% of the SDGs are
on track to be achieved by
2030.
 48% of the goals are
moderately or
significantly off track.
 38% of the goals are
stagnant or regressing.
 Key challenges include the
COVID-19 pandemic,
climate change, and global
inequalities.

4. Key SDGs and Their

Current Status
 SDG 1 - No Poverty: 8.4%
of the global population
(670 million people) still
live in extreme poverty.
 SDG 2 - Zero Hunger: 735
million people were
undernourished in 2022.
 SDG 3 - Good Health and
Well- being: Non-
communicable diseases
(NCDs) cause 41 million
deaths annually.
 SDG 4 - Quality Education:
773 million people are
illiterate.
 SDG 5 - Gender Equality:
Women hold only 28.2% of
managerial positions
 SDG 7 - Affordable and and individuals to achieve
Clean Energy: 675 million common goals.
people lack access to
electricity.
 SDG 8 - Decent Work and
Economic Growth: 58% of
global workers are in the
informal sector.
 SDG 9 - Industry,
Innovation, and
Infrastructure: Global R&D
expenditure is 1.93% of
GDP.
 SDG 13 - Climate Action:
Global temperatures have
risen by 1.1°C above pre-
industrial levels.
 SDG 14 - Life Below Water:
Oceans are under threat
from overfishing and
pollution.
 SDG 15 - Life on Land:
Species extinction has
increased by 10% since
1993.
 SDG 17 - Partnerships for
the Goals: Official
Development Assistance
(ODA) increased by 16%
from 2010 to 2018.

5. Importance of the SDGs

 Environmental Protection:
Ensures sustainable use of
natural resources.
 Social Equity: Promotes
equality and reduces
disparities.
 Economic Growth:
Encourages inclusive and
sustainable economic
development.
 Global Cooperation: Fosters
partnerships between
countries, organizations,
6. Challenges in Achieving
the SDGs
 Climate Change: Rising
temperatures and
extreme weather events
threaten progress.
 Poverty and Inequality:
Persistent poverty and
inequality hinder
development.
 Global Conflicts: Wars and
political instability disrupt
progress.
 Resource Depletion:
Overconsumption and
waste strain natural
resources.
 Lack of Funding: Many
countries lack the
financial resources to
implement SDG- related
projects.

7. How Can We Contribute

to the SDGs?
 Individual Actions:
 Reduce waste and
recycle.
 Conserve water and
energy.
 Support fair trade and
sustainable products.
 Advocate for equality
and justice.

 Community Actions:
 Promote education and
health initiatives.
 Support local
businesses and
sustainable practices.
 Participate in
community clean-up
and conservation
projects.
  Global Actions:  Championed by
 Advocate for policies Socrates, Plato, and
that support the Aristotle.
SDGs.
 Support international aid
and development
programs.
 Collaborate with global
organizations to address
shared challenges.

Module 4 Reviewer: Human

Flourishing, Technology,
and Ethics
Lesson 1 - Human Flourishing and
the Good Life
1. Philosophy of Human
Flourishing and the
Good Life
 Aristotle: Defined the
highest good as happiness,
equating it with the good
life and successful living.

 Two Main Philosophies:

a. Hedonistic Philosophy
(Epicureanism):
 Focuses on ataraxia
(peace and freedom
from fear) and aponia
(absence of pain).
 Misinterpreted as
seeking material
pleasures like food, sex,
and entertainment.
 Modern utilitarianism
(John Stuart Mill,
Jeremy Bentham)
modified it to seek the
greatest good for the
greatest number.

b. Eudaimonic Philosophy:
 Emphasizes moral and
virtuous living.
 Socrates: The good life is one
of contemplation, self-
examination, and open-
minded wondering.
 Plato: Inner harmony
through virtues like
wisdom, courage,
temperance, and justice.
 Aristotle: Virtue is the
capability of doing what is
right, with contemplation as
the supreme human
advantage.

2. Quantifying Happiness and

Flourishing
 Oxford Happiness
Questionnaire (OHQ):
 Measures happiness
using 29 statements
rated on a six-point Likert
scale.
 Scores range from 1 (not
happy) to 6 (very happy
and contented).
 Limited in predicting
long- term happiness.

 Well-being Assessment (WBA):

 Measures flourishing across
six domains:
a. Life satisfaction
and happiness.
b. Meaning and purpose
in life.
c. Mental and physical health.
d. Satisfactory relationships.
e. Character and virtue.
f. Financial and
material stability.
 More robust predictor of long-
term happiness.
 3. Science, Technology, and uncovering what is hidden.
Human Flourishing  Reality is relative, shaped by
individual perspectives.
 Agricultural and Industrial
Revolutions:
 Improved food security,
life expectancy,
transportation, and
communication.

 Modern Advancements:
 Doubled global life
expectancy from 30
years (1900s) to 70
years.
 Revolutionized
transportation
(automobiles, airplanes,
trains) and
communication
(telephone, internet,
social media).
Limitations:
 Science and technology
improve material aspects
but cannot address
psychological, sociological,
and spiritual dimensions.
 Social media can enhance
relationships and financial
stability but may also lead
to dissatisfaction, envy,
and aimlessness.

Lesson 2 - When Technology and

Humanity Cross Paths
1. The Dangers of
Technology Martin Heidegger’s
View:
 Technology is a “way of
revealing” (eletheusin),
  Ultimate Danger: Humans a. Reasoning by Analogy:
become part of the “raw Comparing similar
material reserve,” situations.
controlled by technology
rather than mastering it.
 Discussion Points:
a. How do we become
slaves to technology,
especially social media?
b. What safeguards can
protect us from the
dangers of social
media?

2. Technology and Ethics

 Ethics: Branch of
philosophy dealing with
what is right and wrong.
Three Subfields:
a. Meta-ethics: Theoretical
definition of right and
wrong.

b. Normative Ethics: Study of

ethical acts and moral
choices.

c. Applied Ethics: Application

of ethical principles to
specific fields (e.g.,
business, medicine,
technology).
Rationalization:
 Systematic process of
analyzing situations,
critically thinking about
options, and arriving at
logical and fair decisions.

Forms of Critical Reasoning:

 b. Deductive Reasoning: least harm possible.
Drawing conclusions from
true premises.

c. Inductive Reasoning:
Supporting hypotheses
with strong evidence.

Verification of Ethical Arguments:

a. Factual Accuracy:
Arguments must be based
on truth.

b. Consistency:
Arguments should not
contradict each other.

c. Good Will: Ethical actions

should bring goodwill and
avoid harm.

3. Technology Ethics
Five General Principles:
1. Respect for Person:
 Technology should be
human- centric, respecting
human dignity and
autonomy.
 Informed consent is
essential for scientific or
technological studies.

2. Beneficence:
 Maximize benefits and
minimize harms.
 Conduct risk-versus-benefit
assessments.

3. Nonmaleficence:
 Do no harm or inflict the
4. Justice:
 Ensure fairness and equitable
distribution of benefits and
risks.

5. Respect for Law and Public

Interest:
 Technology should comply
with laws and benefit the
public.