Proposed GE Course for GE System Council Meeting

November 16 & 18, 2016

SCIENCE, TECHNOLOGY AND SOCIETY

Proposed General Education Course

COURSE BRIEF:

Rationale
Science, Technology and Society is an interdisciplinary GE course that examines past,
present and future of science and technology in society (including their nature, scope, role
and function) and the social, cultural, political, economic and environmental factors
affecting the development of science and technology, with emphasis on the Philippine
setting.

As the 21st century is deeply influenced by science and technology and society is
constructed as well as, constructs technology, STS is considered a capstone GE offering:
as an interdisciplinary field it brings the students to a full circle of exploring and
appreciating, seeing diverse perspectives and being able to make connections, and critical
thinking and ethical acting on the multidimensional ways science and technology shape
values, culture, and institutions, and vice versa.

STS will make good use of local and practical examples to dissect and illustrate the two-
way influence of science and technology with society

History
The University of the Philippines was the first institution of higher learning in the Philippines
to establish STS as a GE course in 1987. In the same year, the Science and Society
Program in the UPD College of Science, was established to administer the course. STS
was originally a required GE course. Later, it was made elective and in the most recent
round of revisions to the GE program was made compulsory once more. STS is one of the
large class GE courses, reaching greater than 80 students.

The original STS philosophy adopted in UPD was based on the “technology drivers”
paradigm in which technological and scientific advances were viewed as the major driver
for social change. This was reflected in the choice of voluminous readings and the teaching
strategy used. This resulted in negative evaluation of the course from students and
teachers. Thus in 2001 a review was called by then Chancellor Emerlinda Roman, chaired
by Dr. Maria Soccoro Gochoco-Bautista of the School of Economics. The review
recommended major changes in course format and pedagogy. It also recommended to
recruit more qualified faculty and reduce class sizes to at most 80 students.

The format of the STS course in UPD recommended was flexible relying on the expertise
of affiliate lecturers from the various departments and colleges of the University. Readings
were reduced to a minimum. However some of the recommendations were not
implemented like getting more faculty to teach the course and reduction in class size.

The 2013 review of the STS program by the Science and Society Program, College of
Science (UPD SSP) recommended changes in the structure of the course, like classifying
lectures into four thematic areas, 1) History and Philosophy of Science, 2) Science in Daily
Life, 3) Interaction of science with other disciplines and, 4) Science and Technology in
national development. These thematic areas are framed within the “turn to technology”
paradigm of STS in which science and technology can be viewed within a social context.
Also depending on the professors teaching, seminal readings on the thematic areas were

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recommended. Also use of blended learning techniques to deliver online course content
using the UP Virtual Learning Environment or UvLE was suggested.

Teaching strategies of the course

The proposed STS course syllabus teaching strategies builds on the revisions and the
thematic areas proposed by the UPD Science and Society Program. However it allows for
greater flexibility for the constituent universities (CU) on where to adopt the syllabus or to
make modifications within the four thematic areas. Depending on the teaching expertise
profile of the CU, team teaching may be implemented drawing on the subject expertise
strengths of the CU. Also a reasonable amount of readings are introduced, mainly seminal
and current on STS issues.

For the 4th thematic area on Science and National development, the importance of regional
development is introduced. This again builds on the different expertise and strengths of
the CU. STS will make good use of local and practical examples to dissect and illustrate
the two-way influence of science and technology with society.

The use of online learning resources is suggested and that majority of the readings, videos,
films and other learning materials should be openly accessible in the Internet. If the
materials are not, materials will be chosen from online resources the university has access
and can freely distribute to students
The suggested class size should not be more than 80 as recommended by the Gochoco-
Bautista review and also by the 2013 UPD SSP review.

If the CU has a suitable faculty profile and enough subject area expertise, team teaching
may be implemented, if not a suitably trained and prepared faculty member from any
academic department may teach it. It is recommended that each team teaching faculty be
given a 3 unit load given that the class size is very large.

Who should take STS?

We highly recommend that STS be required in all CUs. However we leave it to the CU to
determine to what undergraduate year level this will be offered although there is a
consensus that it should be offered to students at the junior and senior levels.

COURSE TITLE: Science, Technology and Society

COURSE DESCRIPTION:
Analyses of the past, present and future of science and technology in society (including
their nature, scope, role and function) and the social, cultural, political, economic and
environmental factors affecting the development of science and technology, with
emphasis on the Philippine setting.

COURSE OBJECTIVES:
At the end of this course, the student should be able to
1. Explain the creative processes of science and technology
2. Relate science to other disciplines and cultures
3. Discuss the influences of past and current scientific and technological
developments on Philippine and global society
4. Analyze the societal influences on developments in science and technology at
the local and global settings

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5. Evaluate the roles of science and technology in Philippine regional and national
development.
6. Examine and critique STS issues and commit to a stand or an action.

COURSE OUTLINE:

I. Overview 9 hours
A. Historical antecedents where social considerations changed the course of science
and technology
1. In the World: Ancient, Middle and Modern Ages
2. In the Philippines
B. Intellectual revolutions that defined society
1. Copernican
2. Darwinian
3. Freudian
4. Information
5. Meso-American
6. Asian
7. Middle East
8. African

Learning Outcomes:
 Describe the interactions between S&T and society throughout history;
 Identify the paradigm shifts in history;

References and Resources:

Philosophy of Science (Encyclopedia). Scientific Progress, Scientific Revolutions

Floridi, Luciano. 2014. The Fourth Revolution, Oxford University Press
Caoli. History of Science and Technology of the Philippines
Turing, Alan
Video: Stephen Colbert’s interview with Neil Tyson
https://www.youtube.com/watch?v=YXh9RQCvxmg&noredirect=1

II. Interaction of Science, Technology, and Society through time 12 hours

Suggested umbrella topics:
1. Science in Art and culture;
2. Science in Everyday Life (food prep and preservation, transportation,
communication, health and wellness, leisure and recreation.

Learning Outcomes:
 Discuss the influences of past and current scientific and technological
developments on the global human society and on the Filipino society;
 Analyze the societal influences on developments in science and technology at
the global and local perspectives;
 Assess and evaluate the roles of science and technology in Philippine national
development; and
 Allow the students to actively and critically engage in understanding the dynamics
of STS.

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References and Resources:

www.the-scientist.com

www.techdigest.tv

wired.com

Caoili, O. C. 1986. History of Science and Technology in the Philippines, Quezon

City:University of the Philippines, 1986.

Bunch, B. and A. Hellemans (Eds.). 1993. The Timetables of Technology- A

Chronology of Most Important People and Events in the History of Technology.
A Touchstone Book, Simon & Schuster

Turkle, Sherry. The Inner History of Devices

III. Dynamics of Science, Technology and Society 12 hours

A. What is the role/function (tool or impetus?) of S&T in:
1. The Arts (Visual, Fine Arts, etc.)
2. Health, Wellness and Aesthetics (nutrition, cosmetics, etc.)
3. Sports and recreation
4. Industry, Agriculture, Fisheries and Commerce
5. Policy and governance
6. “Techno culture”
7. Environment
8. Information and Communication
9. Infrastructure
10. Space Exploration
11. Conflict situation (warfare, security, surveillance, etc.)
12. Energy
13. Religion
14. Disciplines of knowledge (reshaping disciplinal domains and knowledge cultures)

Learning Outcomes:
 To familiarize the students with the different aspects (social, political, economic,
cultural, environmental) and impacts of science, technology and society;
 To cite and discuss cases or examples of promises and challenges of S & T on
society;
 To evaluate and recommend appropriate responses to STS problems and issues

References and Resources:

A Brief History of Tomorrow

Weaving the Web

Bryson, B. 2003. A short history of nearly everything.

Carson, R. 1962. Silent Spring. Houghton Mifflin.

Durant, W. 2002. The Greatest Minds and Ideas of All Times. Compiled and Edited
by J. Little. NY: Simons & Schuster.

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Kumar, M. 2008. Quantum. Icon Books.

Levin, I. 1976. Boys from Brazil. Random House.

Ridley, M. 2000. Genome: The autobiography of a species in 23 chapters.

Rasco, E.T.R. 2008. Unfolding Gene Revolution. SEARCA-ISAAA.

Ravetz, J. 2002. The No-Nonsense Guide to Science. US: New Internationalist.

Sagan, C. 1980. Backbone of Night, Excerpt from Cosmos by Carl Sagan NY:
Ballantine Book, pp. 135-139.

Sagan, C. 1980. In Praise of Science and Technology, Excerpt from Cosmos by Carl
Sagan NY: Ballantine Book

On the scientific method. 2012. US National Academy of Sciences.

Suggested Films/Documentaries:
Uncommon Heroes
GMO Story in the Philippines
Engineering Disasters
Engineering the Impossible
Jurassic Park
The Malampaya Story
The Inconvenient Truth
The Incredible Human Machine
The Promises of Genetic Engineering
Boys from Brazil
Soylent Green
GATTACCA (Ethan Hawke)
The Gods Must Be Crazy
The Island (Ewan McGregor)
Galileo’s Dialogue
And The Band Played On (HBO)
The Extraordinary Measure (Brendan Frazer/Harrison Ford)
Ulan sa Tag-araw (Loren Legarda)

IV. Science and Technology in National Development 9 hours

A. The Philippine Government S&T Agenda
B. Major development programs and personalities in S&T in the Philippines
C. Science education in the Philippines
D. ‘Brain drain’ versus ‘brain circulation’: migration of scientists
E. Selected indigenous science and technologies

Learning Outcome:
Examine programs, communities and individuals involved in regional, national and
international S&T development

References and Resources:

Government Documents:
1. NEDA. National Development Agenda; Regional Agenda
2. DOST. S&T Thrusts

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Saloma, Cesar. On being a scientist in one’s home country. May 14, 2009. Star
Science. www.philstar.com/science-and.../being-scientist-ones-home-country

V. Contemporary Issues and Future Developments in Science, Technology and

Society 6 hours
Suggested Topics:
A. The valuation of technology
B. Dealing with technological change:
o blurring the distinction between reality and virtuality;
o blurring of the distinction between human, machine and nature;
o the reversal from information scarcity to information abundance;
o the shift from primacy of entities to the primacy of interactions
C. The shift of knowledge production from the university to other institutions (e.g.
corporations, non-governmental institutions)

Learning Outcome:
Enable the student to examine Philippine S & T and explore various stands or actions

Reference: (Group 1)
The Onlife Manifesto - European Commission. https://ec.europa.eu/digital-
agenda/en/onlife-manifesto

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