STS LECTURE HISTORY

(PHILIPPINES)
23 September 2019
Migel Catalig
THE SPREAD OF WESTERN
SCIENCE
George Basalla
PHASES OF DEVELOPMENT
 Phase 1- nonscientific society provide scientific
source for European Science.
 Phase 2- Colonial Science

 Phase 3 – Development of Individual Science of

Colony
PHASE 1
 Europeans examine the flora and fauna.
 Examination of geology

 Cartography and geography

 Astronomy

 Anthropology, ethnology, archaeology

PHASE 2: COLONIAL SCIENCE
 Dependent science – development from colonizers
 Colonial scientist → Training under European
scientist
 Use of the ideas of colonial science (hiring
engineers, scientists, etc.)
 (No creation of tradition, institutions)
PHASE 3: INDEPENDENT SCIENTIFIC
TRADITION
 Receive scientific training at home
 Earn a living as scientist at home country

 Expand his own scientific community

 Communicate his science at home and abroad.

 Open new fields of scientific endeavor

 National honors
PREREQUISITES TO PHASE 3
 Resistance to science (from philosophical
and religious basis) must be overcome
 The social role of scientist must be
established.
 Stable relationship between science and
government
 Teaching of science in all levels of education
PREREQUISITE TO PHASE 3
 Communication of scientific knowledge
domestically and internationally.
 Establishment of a technical base.
THE CASE OF THE PHILIPPINES
Reports from Past Students.
SPANISH COLONIZATION
 Parish schools were established where religion,
reading, writing, arithmetic and music was
taught.
 Sanitation and more advanced methods of
agriculture was taught to the natives. The study
of medicine in the Philippines was given priority
in the Spanish era.
SPANISH COLONIZATION
 The Spanish also
contributed to the
field of engineering in
the islands by
constructing
government buildings,
churches, roads,
bridges and forts
AGRICULTURE AND INDUSTRIAL
DEVELOPMENT WERE RELATIVELY
NEGLECTED.
 The Galleon Trade was
highly prioritized
because it is accounted
in the big profit of the
Philippine colonial
economy. Agricultural
technology changed very
slowly until the late
18th century, as shifting
cultivation gradually
gave way to more
intensive sedentary
farming, partly under
the guidance of the
friars
SCIENCE AND TECHNOLOGY IN
THE PHILIPPINES DURING THE
AMERICAN PERIOD
STS - MHI
Aerol Cruz Maki Harada
Hanz Cortez Kim Marpuri
Averylle Dumo Brandon Ortiguerra
AMERICAN PERIOD
◉ Support for the public education system
○ Set up the Philippine Normal School for training Filipino
teachers
○ Establishment of the Philippine Medical School
○ Establishment of the University of the Philippines
◉ Education allowed for advancements in engineering, medicine,
and the sciences to take place cause the Filipinos were starting to
get education.
◉ There were already qualified Filipinos back then to become part
of the faculty of UP, however many of them were sent abroad for
advanced training and they gradually replaced foreign faculty.
18
AMERICAN PERIOD

◉ 135 boys and girls of high school age were sent to US to be

educated as teachers, engineers, physicians and lawyers.
◉ Scholarship for advanced studies of a scientific or technical nature
in American University were given. Scholarships were offered by
the government.
◉ Introduced science subjects and industrial and vocational
education, however they were unpopular to the Filipino people
because of its colonial history with the Spaniards.
◉ Social demand for professional education increased tremendously
and this was seen as an opportunity by enterprising Filipinos, that
is why private education became the alternative for professional
education.
19
 AMERICAN PERIOD

◉ Bureau of Science - principal government

research establishment. It became the training
ground for Filipino scientists and it had
pioneering researches on diseases.
◉ 1933 - National Research Council of the Philippine
Islands (NRCP) was created.
◉ The economy remained basically agricultural and
the Philippine economic development was
determined by free trade relations established in 20

1909 between Philippines and the United States.

CONTEXT
● The Commonwealth, inaugurated in 1935, marked a period of transition to political
independence.
● The Commonwealth government worked to develop the economic self-reliance
needed to sustain genuine political independence (reorganized and created
government corporations, assisted Filipino businessmen, etc.)
● Despite these efforts, the Commonwealth failed to achieve economic self-reliance
because of:
1. Foreign trade
2. Tariff policies under American control → preferential treatment of exports of raw
materials
3. The outbreak of the Pacific War in 1941, which halted educational and scientific activities
● Since independence in 1946, there has been little innovation in the training of
scientists, engineers, and physicians - education and standards of practice still
largely based on American systems.
● Beginning in the 1960s, science agencies were created and expanded.
Government support increased demand for scientists and engineers in
research and tertiary education.
EDUCATION
● Article XIII, Section 4 - “The State shall promote scientific research and invention,
Arts and Letters shall be under the patronage...” resulting to the promotion and
support for education especially for the elementary school level
● 1935 - Expansion of public school system for school children. Higher education was
handled mainly by the private sector which also led to the rise in number of private
universities and colleges
● By 1946, the number of graduates from public and private universities has
tremendously increased. However, there were very few graduates from the physical
sciences in comparison to graduates from agriculture (from state universities) and
engineering and medical sciences (from private institutions)
○ Students tend to enter those courses with perceived work opportunities right after
graduation, and that their families can afford as well; Engineering and sciences courses
take longer to finish, and are more expensive
● Self-regulation by professional associations were then established
○ Establishment of professional examining boards and licensing procedures
○ Specialization through training also occurred
● As a result, it has been observed that little innovation in education and training
scientists and engineers occurred
SCIENCE AGENCIES
The state established several institutions and agencies which aim to promote the
development of science and technology in the country. Some of which are the
following:
● National Power Corporation -- for the development of natural resources
● National Development Company -- development and promotion of local
industries
○ National Abaca and Other Fibers Corporation
○ Undertake the development of successful researches of government science
agencies such as the Bureaus of Science, Animal Industry and Plant Industry
for commercial production
● Bureau of Mines -- provide assistance to businessmen undertaking mining
exploration and development
● Bureau of Science, Institute of Nutrition, Commission on Volcanology,
National Institute of Science and Technology (NIST), National Science
Development Board (NSDB)
GROUP OUTPUT

◉ 1-3 sentence per Philosophers.

1. Imre Lakatos (Rational Construction)
2. Thomas Kuhn (Paradigm Shifts)
3. Karl Popper (Evolutionary Epistemology)
4. Paul Feyerabend (Epistemological Anarchism)
5. Carl Hempel (Paradox of Confirmation)
6. John Dewey (Instrumentalism)
TOPICS

1. Fake News
2. Alien life
3. Polio
4. Renewable Energy
EXAMPLE: ONLINE EDUCATION

1. Student gets more work done, since I can

communicate with them more efficiently due to
the idea that learning can take place online.
2. Maybe we should change the idea that idea
would have minimum interaction in the social
media with their students.
3. Facebook groups has a faster response rate from
students than UVLE and email from the teachers.
EXAMPLE: ONLINE EDUCATION

4. The seen and tagging features are really good

methods to monitor the students.
5. It does not mean that since students are passing
more work that they are doing more work.
6. It does not matter whether online education
really do facilitate learning. What matter is that I
can give more work to the students.