CHAPTER 1: INTRODUCTION TO

SCIENCE, TECHNOLOGY AND

SOCIETY
CHAPTER OUTLINE

1. S & T: Definitions and Assumptions

2. Face to Face with S & T
3. S & T Fused Together
4. Where Science and Technology is
taking the Society
5. STS Approach

https://studieren.univie.ac.at/en/degree-programmes/master
programmes/science-technology-society-master/

“Science knows no country, because knowledge belongs to humanity, and is the torch
which illuminates the world."
- Louis Pasteur
Learning Outcomes: At the end of this chapter, the students should be able
to:
1. define science, technology and society;
2. distinguish the relationships of science, technology and society; and 3.
develop a deeper interest in the field of science, technology, and society.

SCIENCE AND TECHNOLOGY: DEFINITIONS AND ASSUMPTIONS

Science and technology are dynamic processes engaged in by man to satisfy
two-basic needs- the thirst for knowledge and the material requirements for human
survival and prosperity. Science and technology had been around even before the
words biology, physics, chemistry, engineering, and agriculture were coined.
Science is the description, understanding, and prediction of phenomena through
the use and generation of verifiable theories, laws, and principles. Research and
development are usual activities associated with science as a process. Research and
development involve the acquisition of new knowledge and the utilization of such
knowledge to devise new or improved products and processes. (Seludo-Ballena,
Bernal, Paquiz, Ramos and Viet, 2004). The Oxford Dictionary meanwhile defines
science as the intellectual and practical activity encompassing the systematic study of
the structure and behavior of the physical and natural world through observation and
experiment.

According to McGinn (1991) Science has four meanings:

1. As a Knowledge: the organized, well-founded body of knowledge of natural
phenomena.
2. As a Field of Systematic Inquiry into Nature: the particular field or domain or
systematic inquiry in which such knowledge is sought.
3. As a Form of Human Cultural Activity: a distinct form of human activity in which
 such knowledge is sought.

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4. As a Total Societal Enterprise: the summation of knowledge, people, skills,
organization, facilities techniques, physical resources, methods and technology,
which is devoted to the study and understanding of the natural world.

Technology is the use of scientific knowledge and/or empirical knowhow for the
production, improvement, and distribution of goods and services, as well as the
satisfaction of other material needs, On the other hand, it is more related to economic
activity. The actual use of technology in the production process points out the potentials
as well as the problems associated with a particular technology. In short, it is the
application of understanding of natural laws to the solution of practical problems.
In the book The Nature of Technology: What it is and how it evolves, W. Brian Arthur
(2009) defined technology in three ways:
1. Technology is a “means to fulfill a human purpose” in that a method or any
material may be utilized to serve a human purpose.
2. Technology is an assemblage of practices and components
3. Technology is a collection of devices and engineering practices available to
culture.

Society is a group of persons joined together for a common purpose or by a

common interest. They come to learn and perform behavior expected of them.
Sociologists place societies in three broad categories: Pre-Industrial Society:
Food production, which is carried out through the use of human and animal labor, is the
main economic activity. Industrial societies: The increased efficiency of production of
the industrial revolution produced an even greater surplus than before. Now the surplus
was not just agricultural goods, but also manufactured goods. Post-industrial societies:
Societies dominated by information, services, and high technology more than the
production of goods are known as Post-industrial Societies.

FACE TO FACE WITH SCIENCE AND TECHNOLOGY

Some may think that science is very easy to define and might say that it is just it
is. But philosophers have been arguing about the definition of science for decades
already because it has a wide coverage of human dealings. Science can be taken as
the investigation of the physical world in which experiments are rendered in order to
explain matters of concern. To have a face to face with science, it would be best to
explore its wide coverage by identifying its common characteristics.

Four common characteristics that categorize something as science include:

1. Focuses on the Natural World

It is through science that we understand the natural world. Its main concern is the
physical world. It studies animals, plants, rocks, man, and all other kinds of matter.
Science is not concerned with supernatural world which cannot be tested and is not
governed by the laws of the natural world. This is a continuous study of the physical
world to look for evidences that could prove something. The goal is to see how
something works and see the components that make up the area being studied.
Findings can change after time depending on the new evidences that may arise but all
scientific idea is said to be reliable because before it could get scientific acceptance,
first it has to be supported with a number of evidences.
2. Goes Through Experiments
Science subjects any matter of study to experimentation. Something has to be
tested and should arrive at a number of consistent observations so it could be taken as
true. Anything that cannot be subjected to experimentation and could not give any
observable data cannot be regarded as science.

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3. Relies on Evidence
As science requires experimentations and observations, it is only right that it
would look for evidences that will support the truthfulness of something. For something
to be really regarded as science, it should be tested not only by one group as that can
be taken of as a bias. Evidences that are relevant to the matter being studied are what
scientists are looking for to confirm something to be of science.
4. Passes Through the Scientific Community
Science requires a number of consistent evidences for it not to be biased, it has
to go through different groups of people who would qualify the idea. In finding different
evidences, a scientist would likely check on different angles concerning the matter of
study and would therefore work with people of different expertise. Scientific
experimentations and processes change over time as the society takes place, as
communication and technology advances, and as further discoveries and
understandings are achieved by science.
As scientists have been arguing as to the definition of science, the same is true
with technology. Martin Heidegger strongly opposes the view that technology is “a
means to an end” or “a human activity.” These two approaches, which Heidegger calls,
respectively, the “instrumental” and “anthropological” definitions, are indeed “correct”,
but do not go deep enough; as he says, they are not yet “true.” Unquestionably,
Heidegger points out, technological objects are means for ends, and are built and
operated by human beings, but the essence of technology is something else entirely.
Just as the essence of a tree is not itself a tree, Heidegger points out, so the essence of
technology is not anything technological. These claims of Heidegger is further
discussed in Chapter 6.

SCIENCE AND TECHNOLOGY FUSED TOGETHER

Brooks (1994) highlighted six relationships between science and technology
1. New knowledge which serves as a direct source of ideas for new technological
possibilities;
e.g. discovery of uranium fission-atomic bomb, X-Rays, LASER,
explorations in Bell Lab leading to invention of the transistor

2. Source of tools and techniques for more efficient engineering design and a
knowledge base for evaluation of feasibility of designs.
e.g. prototyping, theoretical prediction, modeling, and simulation of large
systems, often accompanied by measurement and empirical testing of subsystems and
components.

3. Research instrumentation, lab techniques, and analytical methods used in

research that eventually find their way into design and industrial practices e.g. the
scanning electron microscope (SEMI, ion implantation,
synchrotron radiation sources, phase-shifted lithography, high vacuum
technology, industrial cryogenics, superconducting magnets (originally
developed for cloud chamber observations in particle physics, then
commercialized for „magnetic resonance imaging‟ (MRI) in medicine)
 4. Practice of research as a source for development and assimilation of new
human skills and capabilities eventually useful for technology
e.g. research specialization among scientists

5. Creation of a knowledge base that becomes increasingly important in the

assessment of technology in terms of its wider social and environmental
impacts
e.g. manufacture of a new chemical may involve disposal of wastes which
require knowledge of the groundwater hydrology of the manufacturing
site.

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6. Knowledge base that enables more efficient strategies of applied research,
development, and refinement of new technologies.
e.g. The accumulated stock of existing scientific (and technological)
knowledge helps to avoid blind alleys and hence wasteful
development expenditures.

WHERE SCIENCE AND TECHNOLOGY IS TAKING THE SOCIETY

For the past centuries, science and technology has marked a great progress in
society. Man has benefitted much from the advances made with land, water, air and
animals. Machines and tools have made living so much easier. Communication and
transportation, infrastructures, and agriculture have become more convenient. But
science and technology in itself would not exist without society. It is the society that
allows for the discoveries and inventions to take place. It is the society that decides how
S&T is to be utilized. And yet, society needs science and technology in order to
continue on. National progress now relies so much on science and technology in the
area of industry, health care, national security, and environmental protection.
In as much as science and technology is taking the society towards progress and
development, the risks and dangers that come with it should be taken lightly and
accepted blindly. Everyone should have keen eyes and observe closely where science
and technology is taking the society. After taking this course in STS, you should be a
guardian of society, not only to make them aware of how science and technology is
shaping the society but how they can partake in keeping the balance between the
benefits and dangers of S&T.

Fig. 1. Interactions of Science, Technology and Society

STS APPROACH
In response to the growing importance of S&T in contemporary society and the
increasing recognition of that importance, the last two decades have witnessed the birth
and growth of a new academic field: Science, Technology, and Society (STS). STS
does not refer to the kinds of preparatory studies or advanced work in various technical
fields pursued by aspiring or practicing scientists and engineers. Rather, it refers to the
study of science and technology. More precisely, STS refers to the study of science and
technology in society- that is, the study of the ways in which technical and social
phenomena interact and influence each other.

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STS also encompasses the internal study of science and technology. Internal
refers to studies of phenomena such as the general nature and interrelationship of
science and technology, the social structures and reward systems of the professions of
science and engineering, and social aspects of everyday scientific and technological
activity.
Besides their increasing social importance and the growing recognition of that
importance, the phenomena of science and technology in society are studied by
scholars because they are interesting and complex socio cultural phenomena.
STS as an approach means starting with students, their questions, using
resources available to work for their resolution, and wherever possible, advancing to the
stage of taking actual actions individually and in groups to resolve actual issues. STS
approach is expected to increase general interest and understanding of science. It is
also expected to fill a critical void in the traditional curriculum. Harms and Yager (1993)
further derive four main purposes of the STS approach, namely:

1. Preparing students to use science for improving their own lives and as a corollary
to be able to better understand and cope with an increasingly technological
society.
2. Enabling students as they progress through life to deal with STS issues in a
responsible manner.
3. Identifying a body of knowledge that would enable them to deal with STS issues.
4. Acquiring knowledge and understanding about career opportunities in the field.
Enabling the students plan for their careers by comprehending the possible job
opportunities available in their job market.

SUGGESTED READINGS AND REFERENCES

1. Agsalud, Priscilla Signey. (2012). Science, Technology and Society. Great Books
Publishing

2. Bautista, D., N. Bruce, J. Marasigan-Dungo, C. Garcia, J. Imson, R. Labog, F.

Salazar, J. Lee-Santos. (2018). Science, Technology and Society. Maxcor
Publishing House Inc

3. Ballena, N., R. Bernal, L. Paquiz, R. Ramos and L. Viet. (2004). Science,

Technology and Society. Trinitas Publishing
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ACTIVITY 1 (Individual Activity)

THE PARADOX OF OUR TIME

Direction: Read the essay below and choose one (1) stanza to reflect, focusing on the
paradoxes that you have personally experienced in your life in relation to STS. For
students under category A and B, present your reflection by recording a 2-minute
video and submit it in your respective Google Classrooms.

For students under category C, write your reflection in a short bond paper and ask for
further instructions from your STS instructor.

The Paradox of Our Time

Dr. Bob Moorehead

The paradox of our time in history is that

we have taller buildings but shorter tempers;
wider freeways, but narrower viewpoints.
We spend more, but have less;
we buy more but enjoy less.

We have bigger houses and smaller families,

more conveniences, but less time;
we have more degrees, but less sense;
more knowledge, but less judgement;
more experts, yet more problems,
more medicine, but less wellness.

We drink too much, smoke too much,

spend too recklessly, laugh too little,
drive too fast, get too angry,
stay up too late, get up too tired,
read too little, watch TV too much, and pray too seldom.

We have multiplied our possessions, but reduced our values.

We talk too much, love too seldom, and hate too often.
 We've learned how to make a living, but not a life,
we've added years to life not life to years.

We've been all the way to the moon and back, but have
trouble crossing the street to meet a new neighbor.
We conquered outer space but not inner space.
We've done larger things, but not better things.

We've cleaned up the air, but polluted the soul.

We've conquered the atom, but not our prejudice.
We write more, but learn less.
We plan more, but accomplish less.
We've learned to rush, but not to wait.

We build more computers to hold more information to

produce more copies than ever, but we communicate
less and less.
These are the times of fast foods and slow digestion;
big men and small character;
steep profits and shallow relationships.
These are the days of two incomes but more divorce,
fancier houses but broken homes.

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These are days of quick trips, disposable diapers,
throw-away morality, one-night stands,
overweight bodies, and pills that do everything
from cheer to quiet, to kill.

It is a time when there is much in the show window and

nothing in the stockroom. A time when technology
can bring this letter to you, and a time when you can choose
either to share this insight, or to just hit delete.

Remember, spend some time with your loved ones, p

because they are not going to be around forever.

Remember, say a kind word to someone who looks up

to you in awe, because that little person soon
will grow up and leave your side.

Remember, to give a warm hug to the one next to you,

because that is the only treasure you can give with
your heart and it doesn't cost a cent.

Remember, to say "I Love you" to your partner and

your loved ones, but most of all mean it.
A kiss and an embrace will mend hurt when it comes
from deep inside of you.

Give time to Love, give time to speak, give time to

share the precious thoughts in your mind.

Rubric for Video Presentation

Criteria Beginning Developing Accomplished Distinguished Score
3 5 7 10
Content In-depth In-depth In-depth In-depth
reflection and reflection and reflection and reflection and
personalizati personalization personalizati personalizati
on of of paradoxes on of on of
paradoxes found in one paradoxes paradoxes
found in one stanza leaves a found in one found in one
stanza is not weak impression stanza leaves stanza leaves
evident. on the reader. an average a strong
Viewpoints and Viewpoints and impression impression
interpretations interpretations on the on the
are are reader. reader.
unsupported, unsupported or Viewpoints Viewpoints
and/or supported with and and
irrelevant. flawed interpretation interpretation
arguments, and s are s are
somewhat supported insightful,
relevant. and well
somewhat supported
relevant. and
relevant.

Presentati The The multimedia The The

on/ multimedia element is vague multimedia multimedia
Organizati element lacks in conveying a element element is
on a clear point point of view reflects a clear and
of and does not fairly logical concise,
view. create a strong progression with a very
sense of of ideas. logical
purpose. progression
of ideas.

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Quality The The multimedia The The
multimedia element is mostly multimedia multimedia
element is unclear. The element is element is
unclear. The sound is not somewhat clear. The
sound is not easy to clear. The sound is
easy to hear/understan sound is easy to
hear/understan d. The video easy to hear/understan
d. The video cannot be hear/understan d. The video
cannot be seen and/or d. The video is can be seen
seen and/or cannot be heard. can be seen and/or can be
cannot be and/or can be heard.
heard. heard.

Overall look Makes use of Makes use of Makes good Makes

font, color, font, color, use of font, excellent use
graphics, graphics, color, of font,
effects, effects, graphics, color,
pictures, live pictures, effects, graphics,
action shots, live-action pictures, live effects,
attire, etc. but shots, attire, action shots, pictures,
these often etc. but attire, etc. to live-action
distract the these sometimes shots, attire,
presentation occasionally the etc. to
content. distract the presentation. enhance the
presentation presentation.
content.

TOTAL SCORE /40

* multimedia element: texts, graphics, audio, animation, video

RUBRICS ON REFLECTION PAPER (for Category C Students ONLY)

Reflection Exceeds Meets Unsatisfactory Score
Paper Rubric Standards 10 Standards 7 1-3 points
points points

Content Viewpoint and Viewpoint and Viewpoint and

interpretations interpretations interpretations
are clear. are somewhat are not clear.
clear.

Organization Well-organized, Well-organiz Organization

well written, easy ed but “flow” lacking and
to read and could be difficult or
understand. improved. impossible to follow.

Reflection Shows strong Shows Lacks reflection

evidence of evidence of and depth.
reasoned reasoned
reflection and reflection.
depth.

Grammar and No errors. 1-2 minor errors Lacks basic

Spelling proofreading or
contains major
errors.

TOTAL /40

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