LESSON 4

INDIGENOUS SCIENCE AND

TECHNOLOGY
IN THE PHILIPPINES

By Group 4
Alday, Kenneth
Garcia, Sunshine
Hernandez, Lynn Wheyn
LESSON 4 | INDIGENOUS SCIENCE AND
TECHNOLOGY IN THE PHILIPPINES

LESSON OBJECTIVES ______________________________

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

● discuss the concept of indigenous science; and

● discuss the contribution of indigenous science in the development of science and technology in
the Philippines.

INTRODUCTION __________________________________

This lesson focuses on indigenous science and technology in the Philippines. Filipinos, especially
during the early times, tried to invent tools that will help them in everyday life. They also developed
alternative ideas in explaining various phenomena and in explaining the world around them. This
system of knowledge is called indigenous knowledge, which is the foundation of indigenous science.

Indigenous Knowledge System _________________________

Indigenous knowledge is embedded in the daily life experiences of young children as they grow up.
They live and grow in a society where the members of the community prominently practice indigenous
knowledge.
Their parents and other older folks served as their first teachers and their methods of teaching are very
effective in transmitting cultural knowledge in their minds. The lessons they learned are intimately
interwoven with their culture and the environment. These lessons comprised of good value and life
stories of people on their daily life struggles. Their views about nature and their reflections and their
experiences in daily life are evident in their stories, poems, and songs.

Some examples of indigenous knowledge that are taught and practiced by the indigenous people are:
● predicting weather conditions and seasons using knowledge in observing animals' behavior and
celestial bodies;
● using herbal medicine;
● preserving foods;
● classifying plants and animals into families and groups based on cultural properties;
 ● preserving and selecting good seeds for planting;
● using indigenous technology in daily lives;
● building local irrigation systems;
● classifying different types of soil for planting based on cultural properties;
● producing wines and juices from tropical fruits; and
● keeping the custom of growing plants and vegetables in the yard.

Indigenous Knowledge that are Taught and Practiced by the

Indigenous People

Predicting Weather Conditions and Seasons Using Knowledge in

Observing Animals' Behavior and Celestial Bodies

People in rural communities in Ilocos Norte Province in the Philippines rely heavily on traditional
knowledge, particularly for predicting weather to plan and prepare their agroforestry activities as well
as disaster prevention. Farmers use this knowledge, derived from observations of atmospheric and
astronomic conditions, indicator plants and behavior of animals (insects, birds, and mammals) which
signal the onset of the rainy season. These indicators prompt farmers to prepare their upland farmlands
for cropping to ensure that vegetative ground cover is established prior to heavy rainfall and thereby
prevent erosion of upland soil and siltation of watercourses. Predictive knowledge of the timing of long
or short rainy periods enables farmers to plant suitable crops.

Using Herbal Medicine

The practice of herbal medicine in the Philippines has come a very long way. Folkloric use of herbal
plants by our forefathers in the ancient times has been passed on from one generation to another. In the
past few decades, interests into finding scientific evidence on these folkloric claims have instigated the
conduct of basic and preclinical researches mostly done in colleges and universities.
However, their use did not become popular due to questions in their claimed effectiveness for lack of
scientific evidence. In the last decade, at least three herbal drugs came out of the market: Vitex
negundo (lagundi) for cough and mild asthma, Momordica charantia (ampalaya) for diabetes and
Blumea balsamifera (sambong) as chemolithiatic for kidney stones.

Preserving Foods

In data shared by renowned food historian Felice Prudente Sta. Maria, having preserves during bad
weather, poor harvests and emergencies was important.
When the 19th turned into the 20th century, slices of hearts of coconut palm, grated unripe papaya,
sliced or grated ginger, whole shallots and sliced radish were commonly made into pickles.
Further, Sta. Maria wrote that the Spanish word encurtidos (pickled appetizers), the Sanskrit-rooted
achara and its nativized atsara coexist in the Filipino culinary vocabulary.
Fruits preserved in sugar are referred to by Spanish terms as en almibar (“in syrup”) and dulce, and the
latter’s generic Filipino synonym, matamis.
Sta. Maria penned that in 1521, Magellan’s men found coconut vinegar being made in Cebu. There
was, however, no mention made of pickling, and though coconut palm sugar cakes and honey were
available when Magellan arrived in 1521, there were no records of conserving in syrup or honey.
 Classifying Plants and Animals into Families and Groups Based on
Cultural Properties

All over the world people classify the surrounding plants and animals in folk biological systems and
appear to do this in similar ways. To distinguish and thereby establish categories, to relate these
categories to each other and thus establish classification systems is a deeply rooted human impulse. As
plants and animals are the outcome of an evolutionary process, they accordingly show regularities in
morphology and behavior. Cognitive scientists suggest, that we dispose of an innate ability to classify
plants and animals, following roughly the progression of biological evolution. This classification
ability helps us to perceive our environment, to memorize information about it, to reason and speculate
about it and hence to interact with it.

Preserving and Selecting Good Seeds for Planting

 According to Hizola, until recently, seed saving was actually a big part of Philippine culture. “In our
country, seed saving was (and hopefully still is or will be again) an important part of our culture. For
example, the passing of rice grains for planting from one generation to the next was a matrilineal
tradition in some areas,” she says. “For our ancestors and our not so distant progenitors, this was a way
to ensure that their children and grandchildren would not go hungry. The same should be true now. We
should save seeds to ensure our food security and the food security of our children.”
It also helps keep indigenous plants from disappearing. “Saving seeds also ensures that we are able to
safeguard our endemic species against contamination and extinction,” Hizola says. “Benguet
Association of Seed Savers (BASS) and our partners in Cebu have started looking into harvesting and
storing local flora that are part of our food system. We are hoping to encourage all our partners and
future partners to do the same.”

Using Indigenous Technology in Daily Lives

Indigenous technology is a relatively misunderstood phenomenon.

This isn't the use of technology by or for the benefit of Indigenous peoples. It refers to the multiple
ways that Indigenous knowledges are used to improve the lives of humans—ancient practices that have
existed in various parts of the world that are still relevant, and prevalent, today
Indigenous knowledges and technology have been linked from the beginning of time. Fundamental
concepts of Indigenous knowledges can and should underpin the development and role of technology
in multiple ways.

Building Local Irrigation Systems

Irrigation has historically been a major factor for increasing rice productivity in the Philippines.
Irrigation raises the productivity of land directly by providing sufficient water supply to raise yield per
hectare per crop and by allowing a second crop to be grown during the dry season when yields are
potentially higher. It also increases yields indirectly by raising the profitability of modem rice varieties
and fertilizer use. Because irrigation in the Philippines has been predominantly the gravity irrigation
type which typically require collective investment, operation, and maintenance irrigation has been a
key policy instrument for achieving government's goals with respect to the rice sector.

Classifying Different Types of Soil for Planting Based on Cultural

Properties

When it comes to crop production, considering the types of soil is essential. Six main soil types are
typically distinguished in agriculture. Each of them has specific physical and chemical properties.
While some types of soil are more productive and accommodating, utilizing amendments suitable for
each type can still benefit growers.
The state of a field constantly changes due to various causes and must be regularly examined. Satellite
technologies can be advantageous for pinpointing areas requiring immediate rehabilitation and tracking
changes over time.

Producing Wines and Juices from Tropical Fruits

Tropical fruit wine-making in the Philippines started during the early 1980's. Guyabano (sour sop),
pineapple, kamias (ginger lily), mango, duhat (Philippine black plum), and bignay (Philippine wild
berry) are among the many tropical fruits commonly used in producing unique-tasting wines. Other
fruits like sampalok (tamarind) and granadilla (passion fruit) are the more recent additions to the list of
locally produced fruit wines.

Keeping the Custom of Growing Plants and Vegetables in the Yard.

The main features and benefits of traditional farming are to sustain the capacity of the soil to produce
healthy and organic crops using available resources. This is the type of farming that prevailed in the
Philippines before the introduction of mechanized and chemical farming.
The other benefits of backyard farming in the Philippines include addressing issues of hunger, food
insecurity, and inadequate diet, as well as promoting household self-sufficiency and well-being.

PHILIPPINE MYTHOLOGY _________________________

BATHALA

In ancient Tagalog, the Supreme Being known as Bathala Maykapal, commonly known as Bathala, is
regarded as the creator and ruler of the universe. This term was also used for lesser beings such as
personal spirits, omen birds, comets, and other heavenly bodies. It was after the Spanish missionaries
came to the Philippines that Bathala Maykapal became known as a Christian God. Before the 19th
century, the term was never used since it was replaced by the words Panginoon and Diyos.

BAKUNAWA

The Bakunawa is a mythical creature in Philippine folklore, often referred to as the "Moon-Eating
Dragon." According to the myth, Bakunawa is a gigantic sea serpent with a dragon's head that rises
from the ocean to devour the moon during a lunar eclipse.

TALES OF THE MAYON VOLCANO

The legend of Mayon Volcano is a captivating tale of love and tragedy. It centers around Daragang
Magayon, a beautiful maiden from Ibalon, the daughter of the tribal chief Makusog. Her beauty
attracted many suitors, but she fell in love with Panganoron, who saved her from drowning in the
Yawa River.
Their love story took a tragic turn when Pagtuga, a jealous suitor, kidnapped Magayon’s father and
demanded her hand in marriage. Panganoron fought to rescue her, and a fierce battle ensued. Although
Panganoron defeated Pagtuga, he was fatally wounded by a poisoned arrow. In her grief, Magayon
took her own life, Makusog buried the lovers together, and over time, the land where they were buried
rose to form the majestic Mayon Volcano. The volcano’s perfect cone shape is said to symbolize
Magayon’s beauty, and the clouds that often surround its peak represent Panganoron.
FILIPINO TRADITIONAL MEDICINE _________________

PAG-HILOT ALBULARYO PAGTATAWAS

FATH HEALING

INDIGENOUS SCIENCE ____________________________

What is Indigenous Science?

Indigenous science is part of the indigenous knowledge system practiced by different groups of people
and early civilizations (Gribbin,2001; Mkapa, 2004; Sibisi, 2004). It includes complex arrays of
knowledge, expertise, practices, and representations that guide human societies in their enumerable
interactions with the natural milieu: agriculture, medicine,naming and explaining natural phenomena,
and strategies for coping with changing environments (Pawilen, 2005).

Ogawa (1995) claimed that it is collectively lived in and experienced by the people of a given culture.
According to Cajete (2004), indigenous science includes everything, from metaphysics to philosophy
and various practical technologies practiced by indigenous peoples both past and present.
Iaccarino (2003), Elaborated this idea by explaining that science is a part of culture, and how science is
done largely depends on the cultural practices of the people.
Indigenous beliefs also develop desirable values that are relevant or consistent to scientific attitudes as
identified by Johnston (2000), namely:
● motivating attitudes;
● cooperating attitudes;
● practical attitudes; and
 ● reflective attitudes.

These cultural beliefs therefore can be good foundation for developing positive values toward learning
and doing science and in bringing science in a personal level.
Pawilen (2005) explained that indigenous science knowledge has developed diverse structures and
contents through the interplay between the society and the environment.
According to Kuhn (1962), developmental stages of most sciences are characterized by continual
competition between a number of distinct views of nature, each partially derived from, and all roughly
compatible with the dictates of scientific observation and method.
Sibisi (2004) also pointed out that indigenous science provides the basics of astronomy, pharmacology,
food technology, or metallurgy, which were derived from traditional knowledge and practices.

THINK ABOUT THESE QUESTIONS

1. What is your understanding of indigenous science?
2. What are examples of indigenous science practices?
3. Why do some people believe in indigenous science?
4. Do you think indigenous science should be considered science?
5. What is the role of indigenous science in the development of science and technology?

Pawilen (2006) developed a simple framework for understandingindigenous science. Accordingly,

indigenous science is composed of traditional knowledge that uses science process skills and guided by
community values and culture.

SCIENCE PROCESS
SKILLS

INDIGENOUS
SCIENCE

TRADITIONAL COMMUNITY, CULTURE

AND VALUES
KNOWLEDGE

Figure 6. The Concept of Indigenous Science

1. Indigenous science uses science process skills such as observing, comparing, classifying,
measuring, problem solving, inferring, communicating, and predicting.
2. Indigenous science is guided by culture and community values such as the following:
 ● The land is a source of life. It is a precious gift from the creator.
● The Earth is revered as "Mother Earth." It is the origin of their identity as people.
● All living and nonliving things are interconnected and interdependent with each other.
● Human beings are stewards or trustee of the land and other natural resources. They have a
responsibility to preserve it.
● Nature is a friend to human beings-it needs respect and proper care.

3. Indigenous science is composed of traditional knowledge practiced and valued by people and
communities such as ethno-biology, ethno-medicine, indigenous farming methods, and folk
astronomy.
Indigenous science is important in the development of science and technology in the Philippines. Like
the ancient civilizations, indigenous science gave birth to the development of science and technology
as a field and as a discipline. Indigenous science helped the people in understanding the natural
environment and in coping with everyday life. UNESCO's Declaration on Science and the Use of
Scientific Knowledge (1999) recognized indigenous science as a historical and valuable contribution to
science and technology.

LAWS AND STRATEGIES IN THE PHILIPPINES IN CONSERVING

INDIGENOUS KNOWLEDGE

1. EXECUTIVE ORDER NO. 247 OF 1995

PRESCRIBING GUIDLINES AND ESTABLISHING A REGULATORY FRAMEWORK FOR

PROSPECTING OF BIOLOGICAL AND GENETIC RESOURCES, THEIR BY-PRODUCT AND
DERIVATIVES, FOR SCIENTIFIC AND COMMERCIAL PURPOSES; AND FOR OTHER
PURPOSES.

2. REPUBLIC ACT NO. 8371

AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS

CULTURAL COMMUNITIES/INDIGENOUS PEOPLES, CREATING A NATIONAL
COMMISION ON INDIGENOUS PEOPLES, ESTABLISHING IMPLEMENTING MECHANISM,
APPROPRIATING FUND, AND FOR OTHER PURPOSE.
3. REPUBLIC ACT NO. 8423

AN ACT CREATING THE PHILIPPINE INSTITUTE OF TRADITIONAL AND

ALTERNATIVE HEALTH CARE (PITAHC) TO ACCEL;ERATE THE DEVELOPMENT OF
TRADITIONAL AND ALTERNATIVE HEALTH CARE IN THE PHILIPPINES, PROVIDING FOR
A TRADITIONAL AND ALTERNATIVE HEALTH CARE DEVELOPMENT FUND AND FOR
OTHER PURPOSES.

4. REPUBLIC ACT NO. 9168

 AN ACT TO PROVIDE PROTECTION TO NEW PLANT VARIETIES, ESTABLISHING A
NATIONAL PLANT VARIETY PROTECTION BOARD AND FOR OTHER PURPOSES.

SUMMARY
C _______________________________________

● This lesson discussed the concept of indigenous knowledge and its influence to the
development of indigenous science.
● The communities in the Philippines have maintained vast amounts of indigenous knowledge,
cultural practices, traditions, and beliefs. These include beliefs and practices ranging from
different areas such as health, environment, peace and order, agriculture, food production,
astronomy, music, and literature.
● The indigenous knowledge system of the people served as the foundation for the development
of indigenous science.
● Even before the time of the Spanish colonization in the Philippines, various people and
communities already practiced science.
● They invented tools and built structures, studied the medicinal uses of plants, observed
heavenly bodies to predict seasons and weather, and used indigenous science in agriculture.
These are considered indigenous science, which is one of the foundations of modern science.

REFERENCES ______________________________________

Cajete, G. (2004). "A Multi-contextual Model for Developing Culturally Responsive Indigenous
Science Curricula." Paper resented at the Science and Mathematics in Pacific Rim Nations Conference.
University of Hawaii - Manoa. October 14-17, 2004.
Gribbin, J. (2003). Science: A History. London, UK: Penguin Books.
laccarino, M. (2003). Science and Culture. EMBO Reports, 4, 220-223.
Johnston, J. (2000). "Making Sense of the National Criteria." InScience 3-6: Laying the Foundations in
the Early Years. (pp. 7-14). Baldock, UK: Association for Science Education.
Kuhn, T. S. (1962). The Structure of Scientific Revolution. (3rd. Ed.) Chicago: University of Chicago
Press.
Mkapa, B. (2004). "Indigenous Knowledge - A Local Pathway to Global Development." In Indigenous
Knowledge Local Pathways to Global Development: Making Five Years of the World Bank
Indigenous Knowledge Development Program. (pp. 1-3). Washington, D.C.: The World Bank.

Ogawa, M. (1995). "Science Education in a Multiscience Perspective." In Science Education, 79, 583-
593.
Pawilen, G.T. & Sumida, M. (2005). "Using Indigenous Knowledge as a Foundation for Developing a
Science-Based Curriculum for Community Kindergarten Schools in Northern Philippines." Published
in the International Journal of Early Childhood Education. 11, 2. 31-50.

Sibisi, S. (2004). "Indigenous Knowledge and Science and Technology: Conflict, Contradiction or
Concurrence?" In Indigenous Knowledge Local Pathways to Global Development: Making Five Years
of the World Bank Indigenous Knowledge Development Program. (pp. 34-38). Washington, D.C.: The
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