10/04/2019
STS LE1 Reviewer
Module 1: Interaction of Science,
Technology, and Society
Topic: Definition of Science
Key Terms:
 Science
o Definitions:
 The intellectual and
practical activity…
 Not just academic /
cognitive
 Especially social
sciences
 Philosophers: how
do you
philosophize?
 Filipinos: sarcastic
 “Namimilosopo ka”
– common sense
(yung
tinatanungan);
philosophizing with
additional
techniques
 Preset concepts and
ideas
 ethical
considerations in
patients
 notions about life,
body
 How does it operate
in our society? 
Model of ethics
o a particular area of this…
o Etymology:
 Latin: scire, scientia – to
know
 To take part/to cut
 Middle English: science –
knowledge
 Therefore, both the act of
seeking knowledge and
the body of knowledge
itself
 Technology
o Definition: Compound of two
terms
 Techne/tekhne: the kind
of art and skill normally
associated with
craftsmanship
 Skill=technique
 Logos: a framework of
principles derived from the
application of reason
 “Technology as a concepts
has become such an
established part of our
thinking about humanity
and the “human condition”
that we are inclined to use
it as a window with which
to view tool-assisted
practices of all kinds, past
and present, Western and
non-Western human and
animal. Thus we imagine
that where there are tools,
there must also be
technology.”
o Tools:
 Tools  tech
 Rules
 When to use
 Proper way
 Efficient way
 Method
 Symbol
 Value – defined by social
organization
o Changes in meaning:
 Original:
 Original meaning: a
general way to
make things
intelligently; an
ability to envision
particular forms and
bring the manual
and perceptual
acuity into the
implementation of
the vision
 This is the work of
the
artisan/craftsman
engaged with
his/her whole being
in a sensuous
engagement with
the material
 Transformation:
 The meaning of
technology changed
as the view of the
universe changed to
a mechanistic view
(Galileo, Newton,
Descartes)
  The universe itself a
vast machine; the
rational
understanding of
the functioning of
this machine will
enable it to be
harnessed to serve
human interest and
purposes
 Technology as the
application of the
mechanics of
nature, derived
through scientific
inquiry, to the ends
of art
 This is rooted in an older,
non-mechanical worldview
 genetics, lives 
o Artisanship
 Artisan – knows what he
or she is making according
to clear standards of
perfection
 But he/she may not be as
clear as to the methods by
which results are achieved
and how to articulate them
 The operative is guided in
his or her activity by
formal and explicit rules of
procedure, whose validity
is independent of the
specific ends to which they
are applied
o Technology vs Mechanic
 Technology
 technology/technolo
gea
 craftsmanship
 artisanship
 techne = have a
say/ humans with
autonomy
 Mechanic
 mecha  machine,
mechanical
 operator, operative
 no
say/share/ownershi
p image, still a
 Relationships of Science and
Technology
o Is technology an application of
science?
o Technology came first
 Volts: frog’s leg: muscle
twitches electrical
impulses
 Technology: battery, wire
 Science behind this came
after development of
battery
 Brief Historical Overview
o Contemporary thinking – the
rational principles that govern
the construction of technology
o Classical thinking – the art of
reason, especially in rhetoric or
debate
 How and Why Phenomena Occur
o Postnormal science: climate
change
 Greenland: 11B tons of ice
melted, what is the
science behind that?
(Factors)
 Bangungol: need to study
life circumstances,
hypotheses
o Artisanship
 Definitions of Science
1. The state of knowing:
knowledge as distinguished from
ignorance or misunderstanding
2. A department of systematized
knowledge as an object of study
(e.g., the science of theology)
 something (like a sport or
a technique) that may be
learned like systematized
knowledge (e.g., have it
down to a science)
 religious, modern fold
knowledge vs.
pseudoscience
 pseudosciences  what
makes them science vs.
not?
 Scientist: faith
(pseudoscience  ex.
astrology)
 Folk knowledge  mercury
retrograde on effects on
us
 Chinese astrology: no
empirical basis
 Are there ghosts on
campus?
 If you see that
scientist BUT can
hold contrasting
worldviews
3. Knowledge or a system of
knowledge covering general truths
or the operation of general laws
especially as obtained and tested
through scientific method
  such knowledge or such a
system of knowledge
concerned with the
physical world
4. a system or method
reconciling practical ends with
scientific laws (cooking is both a 1. Distinguish from others
science and an art) 2. Shared narrative history
 yoga = science, art
o Science from Multiple Angles
1. As a body of knowledge
derived from observation
and experimentation
2. As an activity – what
scientists do
a. Association between
people and activity
b. As a social change –
“just writing /
description” o Features of Culture
c. Marvel: bruce
Banner, Peter
Parker, Tony Stark
(tech > science, not
about making
breakthrough)
3. As symbols – what
meanings are evoked by
objects and symbols
associated with science
4. As cultural form; and a
cultured science
a. Scientists create
their own culture –
social organizations,
voices, key players,
internal dynamics
b. Choices of models
to work with, etc.
c. Director, alpha, etc.
d. Giving priority to a
project
i. Not just
applying
science
ii. Relationships
between people
 dislike:
discourage
their project!
5. As a political activity
a. How do scientists
address the issue of
climate change?
b. Political: Are you
doing what is
right/wrong?
c. Struggle to get your
voice to be heard
Science as Culture and Activity
 Definition of culture:
o Technology and science
relationship changed
o Hitler: recruiting scientists for
atomic research
o Espionage
o changed tech + science
relationship (political, served
national interest)
(documented/oral)
i. Validate identity through stories
 Maguindanaoan: Bangsamoro
identities stories.documentation,
Another Maguindanaoan would
be proud/solidarity
 Philippines – “Maharlika”, people
in his generation  reacted
negatively (organ of body)
 Virtual communities – ex.
regional
1. Shared
o All cultural behaviors is
formed in a community
o No picking of nose in
public – unspoken rule
2. Learned
o Culture is non-biological, it
is learned from others in a
community
a. Unspoken rule then
map
b. Some aversions
have biological
component
3. Symbolic
o Culture is based upon
symbols, things that stand
for other things
a. Phone: initially
status symbols, now
daily life  for older
generations
4. Evolving
o Culture and cultural
behaviors change and
evolve over time
o New vocabulary
o Texting
a. English  Tagalog
b. Texting  nakikitext
5. Contested
o the content of culture and
even the definition of
culture itself can be
contested by different
parties [or different
stakeholders]
o meaning of agham
o another director: Sanskrit
agana/agama –
continuous compilation of
knowledge (also a
religious practice)
 Science as a Cultural and Historical
Activity
 Science as a shared body of knowledge,
as a means of inquiry into the world, as
a community, as a guide to living in the
world, shares all these features of
culture:
o It is symbolic, in that it is shaped
by symbols, the meanings of
which it can be contested and
can change over time
o It is constantly evolving 
symbolic attachment value
 National artists – Alfredo
Lagmay
 Academician
On Scientific Method, the Grandeur of
the Universe and the Everyday Life
 Science as:
1. A way of thinking more than the
accumulation of knowledge –
Sagan
o Tragedy of Karl Sagan
a. Refused to grant
him accolade as
National Science
b. Lacked scientific
journal publications
c. “did not do enough
to contribute/add”
d. only popularized
2. A willingness to challenge dogma,
to experiment, to be open to
seeing the universe as it is
o Expands on first
o “to see the universe as it
is”
o reflects growth of sciences
in US and Europe
a. challenging dogma
b. asking questions 
risk life (before:
ancients should
remain as it is)
3. The nature of questions asked –
why are things the way they are?
o Why is the earth round?
o Need probing
 The Search for Regularities
o Sagan states that humans are
predisposed to search for
regularities in the world around
us
 Some ways in which we do
this are religions: religions
in general are ways to
answer questions about
the world and why it is the
way it is, using whatever
information was available
 Examples: origin stories,
place/name legends, etc.
 These narrative accounts
weave together the
empirical and moral into a
single coherent whole
o Predispositions to search for
order may be accounted for in
current evolutionary theory:
searching for order as a means
to survive can early harsh
environment
o Science as a way of thinking
brackets the metaphysical and
moral and goes directly to the
immediate and the material, the
universe is still both knowable
and unknowable
 Predisposition to Order: (ever since,
humans have been in order)
o Contemporary studies in
neuropsych
o Illnesses to not relate to others
o Sociopathy
o Work backwards in time
o * Burning of Amazon Forest –
“nothing is what it seems to be”
– Sagan
 The Purpose of the Scientific Method
o To ensure control of the normal
randomness of everyday (see
Pirsig’s metaphor of Nature as
someone who can mislead you
given the chance)
 Not bad BUT opportunists
 Strategies in Scientific Method
o Deductive: Testing a hypothesis
against empirical data to see if it
is valid or not
o Inductive: Building up a model of
explanation from patterns
discerned in events/phenomena
as they occur
o Differences in Approach (US SITE
VS PAG-ASA):
 US: maritime; Language;
Metrics (PAG-ASA: longer
time interval between
wind speed)
 Components of Scientific Method
o Example: motorcycle broke
down: sparks plug, no battery
(charge), water went in oil, no
gas, broken starter, etc.
1. Statement of the Problem
2. Hypothesis of the Causes
3. Experimentation/Observation to
test the hypothesis
4. Predicted Results
5. Observed Results
6. Conclusions
 Exotic or Everyday?
o Is the scientific method
necessary only in the laboratory
or classroom?
 o How do we solve everyday
problems such as a
malfunctioning cellphone?
o What role does skill/familiarity
(gamay, abilidad, abtik) play in
the process?
 Hiligaynon:
magaling/perceptive
Why Do Ideas Change?
 Science is not merely a trajectory that is
continuous
o History of the disciplines
o Starts and shapes
o Radical change or shape: REVOLUTION
o Paradigm Shift
o Stop and start evolution (Biologist)
o Radical change  plateau multiplying 
radical change
o Understand the changing of theories
Science as Science: Origins and
Approaches
1. Science and scientific work are
the result of knowledge streams
from different cultures blending
and flowing together, as a result
of various forces – politics,
economic needs, trade, etc.
2. Knowledge was often shared in
spite of the barriers to exchange
and often across borders
o Plato
 Conceived of the world as
reflections of idea essences or
forms
 In the Theatetus and The
Republic, he expounded on this
through the dialogues between
Socirates, his teacher, and the
rest of his students
 In this idealist approach, a chair
(material object) is not really a
chair, but an approximation of an
ideal (the essence called chair)
which a carpenter holds in his
head when he creates a chair
[chair = expression of chairness]
 The same approach was applied
to the ideal government as in
The Republic
o Aristotle
 Insisted on understanding the
world its immediate reality here
and now
 Reflected in his works on biology,
physics, meteorology, optics
 Metaphysics, ethics, politics
 Lecture while in walking in []
 Interruption in career: tutor,
Macedonia was on the rise
Philippus had imperial ambitions
 Aristotle was the adviser
*check notes for full story
 Plato’s position that the world
was a reflection of ideal
 Essences spurred what we call
idealism; this world is not real,
only a reflection of what is real
o *** OF DOCTRINES
 Platonic and Aristotilian
philosophy – major impact on
European though, as filtered
through Arabic thinkers
 In particular, Aristotle’s method
of classification, the creation of
categories, and the perfection of
all of natural phenomena,
especially the heavens
 Aristotle’s work on the heavens
and on physical phenomena
became standard. During the
Renaissance era, any
suggestions to contrary 
viewed as suspicious/fraudulent
 Senses  science (chem 
observe rxns, bio  compare
what you see with standards)
 Aristotelian classification was
integrated into doctrinal
teachings of the Roman Catholic
Church
 Examples:
a. Copernicus’ heliocentric
model of the solar system
b. Galileo’s insistence or
experimentation and
empirical understanding the
natural world
 Applied military tool:
telescope  saw things
that saw
inconsistencies/not taken
into account by Aristotle
(led to heresy/fraud)
 Ex. moon: had sphere 
had craters
o What Does It Take to Revolutionize
Thinking?
 Copernicus’ work: bring us to the
nature of scientific revolutions,
as modeled by Thomas Kuhn
 Stages:
1. Idea/work as accepted as
standard doctrine
2. Articulation of model to
address new problems
3. Dissatisfaction with
present model when it
proves unable to meet
current needs
 4. Creation of new model
which in turn becomes
standard
o Copernicus and Galileo as subversives:
 Copernicus and Galileo’s work
bring us to the 3rd and 4th stages
of Kuhn’s scientific revolutions
 Dissatisfaction with
current model
 Creating new ones, which
in turn become current
standards
 No new ideas promoted in a
vacuum: new ideas are often
contested and in some cases
suppressed, though not
successfully
o Revolutions and Perceptions
 Without realizing it, much of the
data gathering in scientific
research begins with sensory
perceptions
 Visual data reflect the dominant
paradigm of the time; thus with
an Aristotelian view of the solar
system and the universe
(everything in perfect ratio)
Ludwik Fleck on Seeing and Knowing
 Ludwik Fleck, MD:
o JUILUI, 1896, MD (born)
o June 05, 1961 (died) – Israel
o Medical doctor at the time of the
Nazi Invasion of Poland
o Key points: the act of knowing
things is inseparable from its
social context
 In order to see one, first has to know
o But what is it that one has to
know?
 Separating the essential
from the inessential
 Otherwise, we look but we
do not see, we will be
overwhelmed with too
many details
 Ex. NCR, provinces like
Bulacan, Laguna, Tarlac
 Stepped out of house at
night
 Need to be taught to see a
pattern  Orion’s Belt
(sword/club)
 Big Dipper  would not
know until you were told
when did you know that
these were constellations
(Moshman)
 Separate essential and
inessential (Essential: line
of stars/feet + arms)
 Perception is a collective activity
o Perception is collective in nature
(the manner by which we see);
perception is as much a social as
it is a sensory phenomenon
o Particular circumstances shape
what we see; once we begin
seeing a phenomenon in one way
it is difficult to see it another way
o Ex. mythologies; Visayas
o God of crafting  making world
 man
 Woman: why is he always
gene: sent wind to spy
 Man got angry @stalking,
confronted woman
 Buwan at bituin *see
notes
o Duck/Rabbit
 While this is a famous
illustration first used in
psychological testing, it
also clearly illustrates
what Fleck is saying about
the context in which we
learn to see things
o Old lady/young lady
 Fleck: difficulty of
changing perception one
has settled on a specific
way of doing or seeing
things. Within the same
elements, one can
perceive different…
o Seeing a Form
 To see  has: to know 
has: forget
 One has to acquire a
directed readiness to see
 In order to see, one has to
know the fundamental
features of the form;
everything else is
inessential
o To see, one first has to know. To
know how…
 Thought Styles
o The characteristic way of seeing
a form, of looking for and at its
essential and non-essential
aspects
o Very specific way of seeing
(period of time)
o Arises from a thought collective
 group of people sharing ideas
and interacting with each other
o Frequently (DDs, UPD)
 In different areas of life
 While intra-collective
o Interaction may be enriching,
interaction outside of the
collective can be controlled by
the thought style of each
collective  disagree
 o Thought collective: if large +
stable enough  induct new
members into the accepted way
of thinking
 Consider institutions like
universities: Do we really
teach/inculcate a
particular thought style
 Ex. Medicine: thought
collectives follow paradigm
 Sicknesses not part of
thought style  not
considered
 Bangungot  head
disorders
 Sleep apnea  only
makes who we fatal
to bangungot (age
range)
 Thought styles and
collectives my change over
time depending on
historical and other
circumstances
 Styles of thinking and the
groups that produce them
are as much a product of
culture and history as they
are of the need to know
things
Epistemic Cognition and Epistemic
Development: Overview
 What are some of the political changes
in countries?  way people see
universe
 Emily Martin: sperm and egg
 Geocentric model – all planets revolved
around the earth
 In the early 200s, we lost a planet 
change in definition
 Criterion to avail STS brackets vs. free
tuition
o Bracket E2: full discount &
stipend, discounted, 80%
o To fulfill each criteria, fill out
form and parents’ income tax
reform
o What can cause a shift from one
bracket to another?
 Before socialized tuition
fee program
 Redefinition:
 social consequence:
how much you had
to pay
 was it consistent?
 Twins - Bracket A
and Bracket C
 Before World War II
 Hitler: redefined
Jews; followed, low
profile, etc.;
redefine religious
group: converting
Jews into slaves,
extermination
 21st century: 2 ethnic
groups minorities in each
others’ groups
 Epistemic Cognition
o Knowledge about knowledge
o Categories of knowledge:
1. Matters of truth
 fall within an
objective domain in
which truth and
falsity can be clearly
and sharply
distinguished.
Agreement is
expected unless
someone makes a
mistake
 ex. 2+2=4; if you
thow an object, it
falls, “A body at rest
will stay at rest
unless acted upon…”
 Matters of taste
 fall within a
subjective domain
in which truth and
falsity are
irrelevant.
Agreement is not
expected not is it
attempted
 ex. “Is Twilight a
good series,” “Is
Kris Aquino the
queen of all media,”
attractiveness (Ms.
Universe)
 Matters of interpretation
 the domain of
reasonable
judgment in which
some ideas are
better justified than
others but truth
cannot be spoken
 ex. usog, kulam,
pasma
 Epistemic Development
o Progress in knowledge about
knowledge / progress in
epistemic cognition
o Children increasingly distinguish
at least 3 epistemic domains:
 An objective domain of
truth
  A subjective domain of
taste
 A rational domain of
reasonable interpretation
 some ideas are
better justified than
others but truth
cannot be proven
o Epistemic Development in
Childhood
 Truth: can make
reasonable claims in terms
of logic, objectivity,
morality, assertions 
objectivity prevails
 Taste: subjectivity prevails
 Interpretation: domain of
interpretation
o Epistemic Development in
Adolescence and Beyond
 matter of Pluto is a change
in definition (epistemology
> astrology) unlike what
we think
 what does this say about
the possibility of really
having any knowledge at
all?
 [Sharp distinctions
between truth and falsity
have little/no basis 
knowledge is a matter of
preferences and opinions
 ultimately a matter of
taste  subjectivism!]
 [But subjectivists, in some
cases, construct a rational
epistemology that
coordinates
objectivity+subjectivity
 No simple answer BUT
does not follow that any
answer is as defensible as
any other
 some definitions +
conclusions are
more defensible
 arbitrariness –
renders them less
defensible than
more parsimonious
definitions based on
astronomical criteria
 Interpretation: objective
method of accommodation
to reality in addition to its
subjective aspect of
assimilation in the mind
o The Epistemology of History
 History is a matter of truth
 Fiction is a matter of taste
 “How many genocides
have there been in human
history?”
 Objective: there is a
fixed number
 Subjective: unaware
and insufficient
knowledge on
history
 Definition: nature
(perpetrator, victim),
intent, meaning of
destruction, etc.
o ^ Points of View:
 (1) (a) Objectivist
 Problem: see as
only idiosyncratic
perspectives, not
knowledge
 May construct a
subjectivist
epistemology  can
become a
subjectivist
 (2) Rationalist
 diversity of
perspectives as a
potential source of
objectivity
 focus on issues of
perpetrator,
intention, victim,
process, outcomes
 (b) Subjectivist
 undermine
Holocaust
 different definitions
(UN genocide
convention)
 don’t like a group
being labeled
Emily Martin’s The Sperm and the Egg: How
Cultural Lenses Shape Scientific Knowledge
 Science as much a social activity as a
laboratory activity
o stereotypes
 Basic Premise:
o Our knowledge of biological
processes such as reproduction is
framed by cultural and
historically inherited stereotypes
 gender roles can shape
development of societies
o The definition of sperm and egg
are based upon stereotypes of
gender and gender roles which
Martin states are central to
Western culture
 Once religion is invoked,
used to silence other
forms of discourse
 Sperm:
 swimming/mobile/vi
able
 Darwinian imagery:
  Competitive  In later research, stereotype of active
 Active male egg and passive sperm changed
 Egg: o Reviewed functions
 passive, waiting 1. Develop contraceptive for sperm
 stereotypes:  sperm are weaker than
 Leadership/student they appear, selective are
orgs/record egg, trying to escape
keeper/secretary  sperm
holds records,  Now, female has agency:
powerful, haligi, which sperm to permit
institutional  Might even capture sperm,
memory sperm is trying to escape
 family life, sex, (will die  doesn’t want to
haligi vs ilaw ng die to give new life)
tahanan  Challenging the
 haligi: stereotype:
difficult to  why a harpoon 
remove; kill target?
foundation  social activity  the
 ilaw: easy to way we do science
remove, 2. Some of premises of phenomena
fragile  historically generated
o Reproduction in the Standard 3. Thought collective at work
View  Scientists: male
1. Reproductive Organs as  Change in thought
system for the production collective
of valuable materials (egg,  Question biological
sperm) phenomena
2. Female Reproductive
System: seen as wasteful Paradigm Shifts, Culture, and History
 Menstruation  Marcos – used science and technology
 Irritable to support his regime
 Other  Prehistory:
cultures: no o Evidence from material culture
irritation and 1. Paleolithic: literally Old
mood swings Stone Age
(not o Originally applied to
expected) discoveries in
3. Male reproductive system Europe and in
= active terms Middle East and in
Central Asia
Female Male 2. Neolithic: literally new
- egg passively - sperm actively Stone Age
waiting seeking o Conceptualized as
- limited production - massive production the Neolithic
- weak - strong Revolution by V.
- eggs have limited - sperm production Gordon Childe (Man
shelf life and are as continuous from Makes Himself)
wasted puberty o First evidence of radical shift in
worldview
- bridal metaphor - penetration
1. Advancement in stone tool
metaphor (almost
technology towards finer
violent)
and finer design
2. Appearance of settled
communities, introduction
of agriculture
3. Paradigm Shifts: changes
in economic base leading
to population expansion
beginnings of division of
labor (specialization)
 4. Use of new materials in
technology – from stone to
metal (bronze) and
eventually iron and steel
o Greece, Babylon,
Egypt as examples
o Tools Across the Ages:
1. Paleolithic Age
o Ingenious
o Stone tools
o Easily replaceable
2. Neolithic Age
o Polished stone tools
o Division of labor:
who will handle
cloth, ranks w/ cloth
3. Bronze Age
o Weapons
o Scotland
o Women fought
alongside men
(gender roles)
o Necessary for
survival  swords
with rings
o Thought styles of
archaeologists: “this
is not a sword”
4. Iron Age
o Farming tools
o Refinement of
existing technology
o More efficient sickle-
grain, flour, wheat,
barley
 Faith, Reason and Science
o The influence of Christianity and
Islam on medieval Science and
innovations in technology
 Inquire into the natural
world because it was God’s
creation, scientific inquiry
as an act of faith and
worship
 Two opposing faiths, from
similar roots (Judaism) yet
following very different
tracks
 The transmission of
knowledge from the
Islamic empires to the
south of Europe
transformed European
mathematics and
astronomy, …
 Mathematics
o A page from Al-Kitab al-
mukhtasar fi hisab al-jabr w’al
mugabala  algebra
o “The Compendious Book on
Calculation Calculation by
Completion and Balancing”
 quadratic equations
 practical computational
problems
o methods of dividing
inheritance
o surveying plots of
land
o Comparison of Medieval
European Numerical System
 Numerical Numerals 
Indo-Arabic Numericals
 Zero = devil’s number
(nothingness), took a
while to use
 Merchants used 2 books
 Math problems
o Main problems in medieval
Europe were written as word
problems. The introduction of the
Indo-Arabic nutrients
 Heliocentrism
o Challenged the centrality of
humanity’s place in the universe
 Centrality of humans in
creation a key doctrine of
Church teaching from
medieval times onward
(special creation)
o The earth now considered a
planet, on the same level as the
other known planets at the time
o Claudius Ptoelameus
 Egyptian astronomer of
Greek descent
 Associated with ___
geocentric model
 Problem:
o Did not account for
the apparent
retrograde/reverse
motion of the
planets
o Main: epicycles
could not account
for all of the
variations in the
orbits of the planets
o Nicolaus Copernicus
 Heliocentric model
 Radical hypothesis namely
sun as the center of solar
system instead of the
earth account for
Ptolemy’s problems
(apparent __)
o Galileo Galilei
 Refined supporting
evidence
 heresy, fraud
o Johannes Kepler
 Refined heliocentric model
 The Earth is Older Than You Think
 o Challenged received doctrine of a
relatively recent creation (6006
BC, 9 am) advocated by
Archibishop Ussher of Ireland
 Interpretations of
observable rock layers
form catastrophism
(accounted for by a
succession of catastrophes
including the Great Flood)
to uniformitarianism
(changes in the Earth’s
stratigraphic layer due to
the same processes
happening everywhere)
 Increased discoveries of
fossils: could not be
accounted for given the
present paradigms
 Humans are biological in nature
o Application of the paradigm of
evolution by natural selection to
the study of humanity
revolutionized the way people
thought about humanity
 With the radical view that
humans and apes shared
common ancestry, the
perception of humanity
was altered drastically,
humans are no –
 China, Japan, and the Coming of West:
o Paradigm shifts come from
introduction of new knowledge
from other cultures
 In the case of Japan,
Western Style math was
one of the key interests of
elite samurai scholars,
technological scholars,
technological innovation in
firearms production was
eagerly sought but
mechanisms and their
potential for industrial
development was seen
primarily as curiosities
o Enslave it for own
peoples’ needs
o Became a force to
be reckoned with
 Indigenous Science and Technology
o Revolutionary settings spark the
push forwards upgrading and
improving national progress in
science and technology
o Bonifacio, Luna and the concept
of the nation during the
transition from the 19th to the
20th
o The definition of the nation 
instrumental in defining the role
of science of technology during
this period, before vs. occupiers
consolidated their hold on the
country
o Before the Malolos gov’t had
planned the creation of a
national university for the liberal
arts, encompassing arts and
humanities and the various
branches of the sciences
 Miscellaneous Info about Marcos:
o IRR – International Rice
Research Institute
 Investment in capital
 Prop up Marcos regime
(own interests)
 Provide food for people 
people were convinced
o NSDP: before DOST/NAST
 Funded programs for
Bagong Lipunan
 Scientists: get grants
innovations and results are
with us now
Science, Colonialism, and Revolution
 To be able to do scientific work,
consider:
o Inherent value of science work
o Circumstances
o Ed. Draft policies: Manila Bay
 Big: Bataan  Corregidor
 Cavite
 Only clean frontridge
 “Pollution” – what does it
mean to be polluted or
dirty? How do you use info
to address concerns?
 Historical Context
o Spanish PH near the end of the
19th century: a growing middle
class (principales) made up of
indo merchants
o Propserous insulares (born here)
and mestizo citizens now
identifying themselves as citizens
of Filipinas and demanding equal
representation in the Spanish
Cortes
 PH was undergoing several
radical changes: Open to
international trade
(galleon  more
trading/global)
 More
secularization/agnos
ticism/radical ideas
 Rise of Indio middle
class
  Some even
richer than
insulares/peni
nsulares
 Ex. Jose Rizal
(land
confiscared in
Laguna,
mother
walked)
o 1872
 Despite the growing
prosperity of the Indio
merchant class, there was
a growing discontent with
the administration of the
colony
 Notable example: the
demand for reform in the
administration of the
Catholic Church in the
Philippines, particularly the
secularization of the
priesthood – Indio priests
never had the chance to
be the pastors of their
parishes, as these were
occupied by the Spaniards,
indio could be ordained
but were limited in their
ascent in the hierarchy
 The leading voices of the
reform, Jose Burgos
Mariano Gomez, and
Jacinto Zamora were
implicated in the Cavite
mutiny of 1872 and
executed. Their deaths
became one of the ___
o Antonio Luna
 Born in Binondo 1866 to a
wealthy Indio merchant
family that made its
fortune from the tobacco
monopoly
 Ateneo (Bachelor’s
degree), UST (professional
degree), Madrid (PhD in
Chemistry)
 Appointed Municipal
Chemist of the City of
Manila in 1894 after
having passed the board
exam
 Sent abroad first
o Propaganda and Revolution
 Antonio and Juan Luna
were both active members
of the propaganda
movement while they were
in Madrid
 Goals of the reform
movement:
1. Filipino
representation in
the Spanish cortes
2. Secularization of the
Roman Catholic
clergy in the PH
3. Constitutional
equality for Filipinos
4. Creation of a
secular public
education system
5. Abolition of
mandatory labor
service
6. Civil rights for
Filipinos
o Revolutionary
 Antionio Luna was exiled
to Spain and jailed there
in 1893. His brother
successfully appealed to
the Spanish crown and
Antonio was released.
 “Abandoned the
revolution”
 How far will you go?
 After his release, he began
his study of tactics, trench
fortifications and military
command under Brig.
General Gerard Lemant in
Ghent, Belgium.
 He then returned to the PH
via HK, where he joined
Emilio Aguinaldo, orientry
to the PH in 1898, he
assumed command of the
PH army
 Alongside his military
commission he was dean
of the short-lived
Universidad Literaria de
Filipinas.
 Would have been UP
w/out the US
 Formation of
potential scientific
revolution: started
with education
o A Scientist in the Age of
Revolution
 Luna’s career as a soldier
is well-known, but none of
the published biographies
have gone explored his
scientific career (depth)
  Luna gained 1st prize for
his essay in UST and
finished his professional
education in Europe – a
Licentiate in Pharmacy
from Barcelona + PhD in
Chemistry from
Universidad Central de
Madrid n 1833
 Luna was sent by the
colonial gov’t to complete
his education abroad with
the condition that he
would return to be
Municipal Chemist for the
City of Manila
 His studies: food
sanitation and quality,
therapeutic properties of
hot springs, the use of
blood in forensic
investigations; His
doctoral research: the
bacteriological properties
of water, later on shifting
to malaria
 Aware of the
mosquitoes being
the problem
o Luna’s Malaria Research
 focused on differentiating
the different forms of
malarial parasite in the
blood + test the
hypothesis of the sole
origin of the _________
 Science in Historical Context
o A recognition by the colonial
gov’t of the importance of
science towards the alleviation of
the problems of the colony
o The revolutionary gov’ts also
recognized the value of science
in governance (the appointments
of Luna and other scientists to
responsible positions) and the
value of a national university as
an expression of sovereignty
o Luna’s insistence on method and
rationality, stemming from his
training in sciences, extended to
his approach to revolutionary
warfare against the American
occupying forces
o If Aguinaldo has listened to
Luna’s suggestion (guerrilla
warfare)  US would give up on
PH/may have been a different
imperial power (Japan)
o Ask: if we had all these scientific
revolutions, what would happen
to our country?
o Ask: why didn’t we have these
paradigm shifts
o Galileo:
 Time: dissatisfaction w/
existing scientific
knowledge  + political
system
 Change in economy,
science is not free (^ v)
 Western European
mathematics - so
profound
 Paid for their
knowledge
(teach  paid
for it)
 Uncomfortabl
e: free

Extra Notes (own) [On Readings]:
Can We Know the Universe?
 Science
o Understanding / thinking how the
world works, connections,
patterns
o Experiment
o Willing to challenge old dogma 
ever-changing
 Thinking of Something – social taboo,
nature, philosophical
 Thinking of Alternatives – why not like
this? sphere planets? etc.
 Doing science: hypotheses  make
sense/not?  conform to what we know
 tests to check
 What is the extent (to which we know
about the universe?)
o Numbers – grain of salt; brains’
neurons
o Patterns/Laws – unknowable
 Science: The search for rules
o The universe belongs to those
who, at least to some degree,
have figured it out
o x commonsense + intuition
o / experiment
o Prohibitions: allow the universe
to be more knowable
 The Universe Being Knowable to be
more knowable:
o Our openness and intellectual
capacity to understand such laws
o How many natural laws
encompass widely diverse
phenomena
o Know nothing (no fit place for a
thinking being)  good  know
everything (boring)
 The Egg and the Sperm: How Science
Has Constructed a Romance Based On
Stereotypical Male-Female Roleso
 Anthropologist POV:
o Culture shapes how biological
scientists describe what they
discover about the natural world
o Expose gender stereotypes of
society
 Egg and Sperm: A Scientific Fairytale
o Female cycle: productive
enterprise
 Menstruation: failure,
“debris” of uterine lining
result of necrosis, or death
of tissue
o Male reproductive biology:
 “Whereas the female
sheds only a single
gamete each month, the
seminiferous tubules
produce hundreds of
millions of sperm each
day.”
 Remarkable, enthusiasm
o New Research, Old Imagery
 Instead of escaping
stereotypical
representations of egg and
sperm  replicates
elements of textbook
gender imagery in a
different form
 Ludwick Fleck: the “self-contained”
nature of scientific thought

 Foundations of Folk Medicine
o Foundations of human existence
– basic assumptions and
postulates
o Concepts of health and illness
o Classification of illness
 Foundations of Human Existence
1. Perceived relationship of humans
to environment, based up
_______
2. Harmony and contradiction
 Ex. Diet
3. Equilibrium and contradiction
 Tag-lamig: hag ice cream
 Sisipunin: lamig + lamig
 Don’t take a bath if come
from physical activity
(pawis)
rest first for one hour;
sobrang init  lamig:
salungat ang balance
 Hot and cold syndrome
(init/lamig)
o Environmental
features
4. Time (tiyempo)
 Classification of Illnesses:
Init/Lamig
1. Hot illnesses – galis, bulutong,
pigsa, singaw alipunga, kuliti
bungang-araw
2. Cold illnesses – lagnat, ubo, sipon,
trangkaso, sakit sa ulo, pagtatae,
sakit sa tiyan, hika, rayuma,
pulmonya
3. Hot food – munggo, sitaw,
lanzones, manga, bayabas, kape,
langka, baboy
10/04/2019
4. Cold food – manok, baka, isda sa
Init/Lamig:
1. Hot parts of the body –
kasu-kasuan
(movement/friction),
dibdib, tiyan, ari
o Core
o Extremities
o Consider biological
functions of
circulatory system:
transport + cooling
o [hot area] People
who grow to adult
reproductive age 
longer limbs,
cooling effect
o [cold area] shorter,
can heat up more
o [tropical
environment]
shorter stockier 
sensitivities to heat
(sweating), hydrate
regularly
2. Cold parts of the body –
ulo, leeg, braso/kamay,
binti/paa
3. Hot behavior – galit, init
ng ulo
4. Cold behavior – malamig
ang ulo, malumanay
 Concepts of Health – Illness
o Health and illness are based on
local understandings of
equilibrium, harmony and timing
in the following areas:
 In relation to the
environment
  Learn to fear certain  Dwende, enkanto 
areas (even if no parallel to humans
correlation)  Resemblance to
 Ex. Kids: sillnesses humans but not
affecting children, human
fright, nagulat   Indicators of not
nilagnat human:
 Ex. adults: o Enkanto –
kidlat/kulog  noses have
nagulat – shift in no fulcrum*
circulatory system  “tabi-tabi po”
 may sakit ka  Concepts of Health and illness
agad o Concept of health – vigor
 Ex. correlate sipon, (malusog ang katawan), in good
trangkaso to a condition (mabuti ang katawan),
change in season overall soundness (matipuno ang
(cold = “trangkaso katawan) = balance
season”)  what if  Not necessarily hourglass
it’s allergies to (Western marketing)
dust? Feel  Larger in other cultures
discomfort since o Illness – an imbalance or lack of
colder weather timing resulting in the lack of
compared to any of these
warmer weather? o Illness may be external or
[ hypotheses worth internal depending on the
testing] symptoms
 In relation to others  Classifications of Illnesses
 Mangkukulam – 1. Natural disturbances - based on
manika + karayom, relationship of the body to the
usually there’s a environment
third party, serves 2. Innate and inherited ailments
as mercenary = (lahi, nasa dugo)
don’t offend anyone 3. Supernaturally caused illnesses
 May atraso  (pinaglaruan na duwende,
magkakakaso namatandaan, sinapian/sinaniban)
 “pakikisama”  Systems of Diagnosis
 In relation to the unseen  What to consider
world  Manifest attributes of the
illness
  Contextual relationship of
the illness to broader
categories of similar
illnesses
 Rationale through which
the decision is reached
 Art and science  dengue
vs trangkaso
 By illness
 Visual examination
 Notation of the degree of
accompanying pain
 Observation of associated
behavior
 Taking of pulse rate and
rhythm
 Use of extraphysical
means – tawas, etc.
 Treatment
 Herbal infusions
 Massage using oils known as
manuals medicine (Apostol,
2007)
 Prayers and orasyon
 Gamot
 “Pure honey bee”
 “Pamparegla”
 1-2 months delay, maybe
pregnant
 To buy this, you’re passed
to different vendors
 Syndicate  if they’re
satisfied you’re not going
to buy, they sell it to you
(?)
 Getting rid of a fetus 
foreign dancers, Mrs. with
miscarriage
 Orasyon para sa sakit
 Manual medicine*: Example of
Hilot (A. Baet)
 Folk Medicine: Summary
 Recognition of causes of diseases
through local medical theory
 Assessment of condition through
diagnostic characteristics
 Development of treatment
modalities
 Promotion of cultural and social
practices designed to lessen the
hazards of discomforts and
prevent the recurrence of the
disease
 Comparisons
 Both Western and folk medicine
are empirically based and
logically consistent in their
approaches
 Assumptions about the
world, health and illness
 Record-keeping: written
records vs oral testimonies
 Perception: scientific
activity vs. applied activity
 Folk Medicine Reconsidered
 Folk medicine in many ways is
similar to Western medicine: it is
empirical, internally logical and
very results-oriented
 It should be considered as
parallel to Western medicine and
not dismissed as being
superstitious and outmoded
 Folk medicine is an aspect of
local knowledge should be
studied and valued in its own
right
 Western Medicine as a Activity
  Western medical training is
Food Distribution/Food processing*
oriented towards laboratory
research and biological science, Subsistence
Subsistence Cuisine
Cuisine

with work derived from allied Food

Food Food
Food
Food Discard
Discard or
or
Procurement Food Preparation
Preparation Food
Food Consumption
Consumption Disposal
Procurement Disposal
fields such as chemistry
 Western medical training also
Food
Food Presentation
Presentation or
or
Processing
Processing Cooking
Cooking Eating
Eating
Acquisition
Acquisition Serving
Serving

emphasizes extensive record Food

keeping
 Western medical training is often
viewed primarily in terms of the
associated scientific concepts,
not always in terms of
applications, hence the view that
Western medicine is scientific
activity
Paper  Process  Policy  _____
 Basic Elements of Scientific
Science, Culture & Art in Everyday Life
Food and Foodways
 Foodways – what happens to food from
start to finish
 Maslow’s Hierarchy of Needs
o Levels:
 Physiological needs – food
 Safety needs
 Love and belonging –
share food with loved ones
 Self-esteem – celebrate
 Self-actualization –
Instagram moments
o Food can satisfy all levels
 Foodways: A Chaine Operatoire
[phone]
Food
Production
Production
 Food Acquisition – Procurement
o Subsistence – a source or
means of obtaining the
necessities of life (M-W)
o Subsistence Strategies – food
acquisition practices
o Food Procurement or
Foraging
 Hunting of wild terrestrial
animals
 Trapping of birds and
small mammals
 Gathering of eggs and
natural products (honey)
 Gathering of wild plant
parts
 Fishing
o Food Acquisition-Production
 Food Production
 Agriculture
 Horticulture – fruits,
vegetables,
kawayan
 Management of
farm animals
 Pastoralism (mobile)
o Seasonality=Temporality
 Which season? Summer  Actually a long
vs. Winter, Autumn vs. process, not
Spring, Wet vs. Dry in the overnight!
Tropics  Morphological
 Plant and animal remains changes in cereals:
may indicate what were loss of anatomical
eaten in particular seasons features like brittle
 Availability of plants and rachis that facilitate
animals at certain times of the dispersal of
the year = clues when a seed by natural
site was occupied agent; loss of
 Ours: shattering: bigger
 Ways of planting phytoliths
rice = Temporalities   lots of varieties of rice
 [table: Swidden, in the Philippines; different
Wet Rice in Flood amounts of water  where
Plains, Rice there is a diversity of a
Terracing] certain plant  usually
 Domestication of Plants there is the center of
and Animals domestication
 Involves both an  Natural Domestication
alteration in the  Corn
relationship of  Teosinte
humans with plants (Wild Plant –
and animals as well Zea Mays)
as behavioral and  Mutated
morphological hybrid
changes in the (Primitive or
domesticates plants Intermediate
and animals Maize)
(modified from  Maize
Russell 2011). (Modern
 Crucial for the corn)
transition from  Potatoes
mobile (hunter-
gatherer) to settled
(agricultural) way of
life
  Potatoes are
recorded as
first being
domesticated
at about
8000-7000
BC., in Peru
[…]
 4000
varieties of
potatoes
o Food Processing for
Consumption
 Grinding (roll) and
pounding (dikdik)
 Fermenting – leave raw
food material in a
contained raw
 Butchering
 Culture specific –
menudo cut
o Food Processing for Storage
 Drying thin meat, fruit and
vegetable slices
 Smoking – fish/meat 
tinapa
 Salting – salt + dried 
tuyo
 Curing – marinate in
spices and/or sugar 
ham, sausages, tocino,
pepperoni
 Pickling – soak
fruits/vegetables in
vinegear or something
sweet*  atsara, pickled
eggs
 Cooking with Acid
 Philippines’ Kinilaw
vs. Peru’s Ceviche
 No heating involved
 Fish –
lemon/calamanis 
onions
 Protein + acid
(vinegar)  broken
protein bonds
(denaturation)
 Food Storage
 Ancient refrigeration:
Irans Yakhcal
 By Persian
Engineers since 400
BC to create ice in
the winter and store
it in the summer in
the desert, no
electricity
 Cooking (with fire)
 Boiling  nilaga
 Steaming
 Frying and Stewing
 siopai, siomai,
fried chicken,
ginisang gulay,
pinakbet
 Roasting (indirect wet
heat)  lechon
 Baking (indirect dry heat)
o [Popcorn] – [video]
o Food Distribution
 Sell, buy
 How do we relate to one
another?
  Katay ng baka  o This perception is also shaped by
kanino ibibigay sa a materialist view, namely that
barangay ang ulo, explanations of phenomena need
paa, etc. not go beyond the immediate
o Food Consumption material present
 Typical Menu o Suicidal –
 Appetizer  Materialist – [pinapatay
 Main Course instead of suicide]
 Dessert  Anthropological – belief
 Drinks system, symbols
 French Laundry o Folk illness – bangungot
 The Real Chinese Lauriat  only males die, not
Meal (15 course dinner women
from “lao diat” – special  paano ka nabubungungot?
occasion)  Pababain ang
pagkain bago
10/18/19  Is This Really matulog!
 Science, Technology and Arts  balut  Food is not
(?) processed
 How Innovations change lives –  Death by nightmares not
technology and food were modified, just in PH but also SEA
balut regions
 Science, Technology, and Culture –  Same but not
focus in detail, chapter from ___ recognized as
 Manuscripts in Arabic  if their something similar
knowledge comes from outside, why  Focuses on
not acknowledge* imagery, not on
o Need to see historical + cultural physical symptoms
elements*  Question:
 Is it panhuman?
Science, Culture, and Traditional Across all species
Knowledge  Why only the
 Scientific Perception of the World males? (teens to
o What is a scientific view of the 30s)
world? It is one dominated by a  Medically speaking –
positivist view, namely that there material explanation
is an objective world out there
and that it can be understood
empirically and logically.
  Cardiac ailment –
brogadas,
imabalance of
sodium in blood 
cause arrhythmia
 Linked to Y
chromosome? –
fatality part
o Examined pasma (PGH
cardiologists)
 Pawis sa hands,
nanginginig*
 All: starting to be at risk
for a cardiovascular
ailment/heart attack
 Working schedule
 Cultural Perception of the World
o A cultural perception of the
world, also known as a
worldiew is founded upon
belief, core values, perceived
relationships
o What you think is true
o Belief
 Guide you in science
work OR
 Bangaan
 Guiding Concepts from
Anthropology
o Etic – derived from phonetic,
originally used to describe the
structure of a language. In
anthropology, this is the
outsider’s perception
 “ah” can have different
meanings depending on
change in intonation
big problem in
communication if you
can’t differentiate
 Balatik! – constellations
(have different names)
 Indigenous view of
astronomy
o Emic – derived from
phonemic, the structures and
meaningful sounds. In
anthropology, this is the local
perception, the insider or
native’s point of view
BALATIK
Filipino Ethnoastronomy
 Indigenous knowledge  subjected
to a different kind of lens
 Sometimes in the lens of the
sciences, we take for granted
particular ways of looking at the
world
 What is Ethnoastronomy?
o The constellations we are
familiar with have their roots
in Greek and Roman
mythology:
 The names of Greek and
Roman folk heroes
o Over the centuries, the
perception of the sky has
become the default mode of
description, thus making it the
norm.
 o nighttime navigation, o Two of the most prominent
especially for military constellation names are based
purposes  important to be upon hunting
accurate: satellite data +  Balatik – the hunting
stars as fixed reference points trap
(think of astronomy as part of  Foundation of
bigger pop culture but we indigenous
take things like this for knowledge:
granted) economy
o astronomy is the way to  Doorway for
predict things  important for animal sasarado
cities which will go below sea ‘pag pasok
level  Epistemology
o astronomy: not as esoteric as according to
you think Moshman and
o By this standard, astronomy Fleck  what you
from other cultures are see is what you
therefore labeled indigenous, know/familiar with
when ironically Western  Moroporo – flock of
astronomy is itself indigenous birds
o The constellations we are  Like a net with
familiar with have their roots birds
in Greek and Roman  Caught for
mythology: food/when palay is
 The names of Greek and growing and maya
Roman folk heroes come  some
o Over the centuries, this farmers put nets
perception of the sky has to catch them
become the default mode of gugulatin habang
description, thus making it the kumakain (as a
norm pest)
o Meant to transmit  stories of  What if PAG-ASA used
Percy Jackson, etc.  fables indigenous names
came from the word fabila (to around the PH?
teach)
 Realities of conflict
 7 sisters
 prominence of Orion
 Basis for Indigenous Astronomy
  There is no good
reason to use
imported labels
(Greek and
Roman
mythology)  not
anything superior
to ours
Balut Duck eggs and Filipino culture –
10/25/19
 Food and Culture
o Food is not nutrients: food is
material objects deemed good to
eat and given value by the
members of a community
 Neck-up: culture
 Neck-below: biology
 Some food are prohibited
in some cultures
o Food embodies a code, that
which is desirable and
undesirable, that which is good
(sosyal) and bad, that which is
healthy and unhealthy (we don’t
know about what’s going on in
fast food kitchens  might be
cleaner than your kitchen but
you prefer your kitchen because
you know what’s going on), that
which elevates your status or
downgrades it; food defines who
is the outsider and who is the
insider; food is an indicator of
gender
o Food is simultaneously materials
and cultural; food is nutrition and
daily performance of culture
 Balut
o Boiled fertilized duck eggs;
 Mamatong – floating
embryo, usually between
14-16 days
 Balut sa puti – embryo
covered by membrane
o Eaten by tapping the shell and
breaking it open
 Drinking the embryonic
fluid (soup)
 Eating the embryo
 Belief and Balut
o As an aphrosidiac – improvement
of sexual performance for men
o As a hot food – something to
avoid if you have fever
o As a superfood – packed with
protein and nutrients, something
to keep you going
o As a partner with alcoholic drinks
– cognac for Vietnamese, beer
for Filipinos
o As a symbol of total consumption
because of poverty
o Balut consumption in prehispanic
PH was not originally for
aphrodisiac purposes but for
protein; it was the Spanish
introduction of machismo that
added a layer of justification for
consuming balut
o Balut is a street food; baluthas
not become part of the upper
___ cuisine
 Balut and Social Interaction
o Balut goes hand in hand with
drinking
o Drinking is one way of bringing
together people (inuman)
 o Balut serves as pulutan, literally
what you pick up with the hands
(pulut)
 Belief and balut 2
o Balut resonates with belief in the
aswang, the ghouls or flesh-
eaters, and especially the beliefs
that the entity inside the aswang
is in the shape of a chick
o Thus, balut is eaten with
spices/salt as a counter to the
uncomfortable imagery of
aswang
o Balut is popular in Luzon and not
in Visayas, because of the
relationship of the food to the
popular belief
 Balut and Sexuality
o Key point, adopting a scientific
lens to account for everyday
practice,
 There is more going on
behind people’s practices;
a scientific viewpoint
enables us to investigate
why people do what they
do
10/30/19
The Roots of Islam
th
 Originating in the 7 century
 Similarities to Judaism and Christianity:
the creation of the universe, the
relationship of humanity to God and the
created universe, and the relationship
of individuals to each other
o Angel Gabriel/Jabril dictated
work Al Quran
o Probably similar roots
o Differences:
 Role of the prophet
 Muhammad
o Relationships of individual
 Number 3 is a key number
in Islam
 You, parents
 You, Muhammad, etc.
 You, family, others
 Moving outward from
center to outward
 There was no single unitary view of the
universe in Islam, but rather multiple
perspectives
 The religious sciences – al’ulum al-
shar’iyya
 The science of the ancients – ‘ulum al-
awa’il
o “Middle east”  made by the
west
o Asia
 The root of Islamic Science
o A belief in the continuation of a
tradition going back to the
Greeks, especially Aristotle
o Supported by a massive
translation movement –
translating textual material from
Greek and other sources
 There is a god  gave
people the ability to
inquire  new discoveries
point to glorifying Allah
o The physical sciences were
considered part of a larger
philosophical system, including
metaphysics
o Political context: the founding of  Why didn’t Arabic _____
an Islamic empire after the death emerge/surface? –
of Muhammad and ensuing civil Innovations became
wars limited only to those
o One of the injunctions in Islam: within the scope of the
to seek knowledge wherever it patrons
may be found  How technology may
 Corollary – so that make a difference /
knowledge may serve the devaluing be a crucial
faith turning point?
o This plus the sponsorship of
scholars by the empire allowed
the establishment of an
infrastructure for learning
o This fostered an atmosphere in
which rational thinking was
valued, even to the point where
matters of faith were examined
by rational means
 Faith and reason can work
in a way that they don’t
clash
o Why didn’t this become an
independent course?
 We survive doing inquiry if
we win the patronage of
the state  in universities
 Awarding of
research grants
 Not much difference
before and now,
difference is more
of who our patrons
are
 How is science to be
carried out? (points
to last module)

TED Talk
 Miscellaneous
o By Sherry Turkle
o Connected but alone
 Change who we are, not just what we
do
 Can compromise self-reflection (you
learn how to self-talk through talking to
other people)
Mental Health talk
 Dr. Banaag
 Technocultures
ON TECHNOCULTURES
What is technoculture all about?
 …an enquiry into the relationship
between technology and culture and
the expression of that relationship in
patterns of social life, economic
structures, politics, art, literature and
popular culture (Shaw 2008).
 Through film video na pinakita last
week  about rise of
interconnectedness and loneiiness
 From the late eighteenth century
onwards, social structures in the
developed West have to be understood
as organized according to the
development of new technologies that
changed patterns of work and social life
and influenced cultural institutions and
their expression in art forms like
painting, architecture, dance, drama
and literature (Shaw 2008:17)
 Making sci-fi work in a different culture
 Darna (helicopter: not working)
10/04/2019
 Technology has always been apart of
humanity’s experience in the world.
Tools, tool-use and tool-making are
integral to our definition of humanity.
Technology creates meanings and at
the same time, meaning is attributed to
technology
o 1. Need cognitive ability 
imagination  create/imagine
something not thought of before
o 2. Ability to think forward and
think back
o *** have a meaning attached
Brief Historical Overview
 Europe 18th-19th centuries – the
Industrial Revolution and the metaphor
of the machine for society
o Superiority of technology as the
means for conquest of new
territory and the subjugation of
indigenous peoples
o 19th century – evolution as the
lens for describing the diversity
of societies and cultures, in
terms of progress
o American conquest – went about
dominating/controlling PH
territory
 Elite under Spaniards
 Example: Lewis Henry Morgan’s
typology of societies from primitive to
barbarian to civilized
 Example: Sigmund Freud’s concept of
the development of personality, using
idea of progress
o Evolutionary framework:
primitive  advanced (doesn’t
always work that way)
 20th century – reification of Victorian
era ideas of progress and evolution in
the development of contemporary
technology
o The questioning of these
assumptions by the 1960s and
70s, when concerns about the
impact on the environment were
being aired in public
 example: development
banks
 some didn’t want it on
their territory (nuclear?)
o The impact of science and
technology on literature – from
new ways of doing literature
(printed word to electronic
media) to science and technology
as themes in literature (science
fiction, technofantasy, magical
realism)
 st
21 century: the pervasiveness of
electronic technology and the new
species created in the virtual world led
to new ways of reimagining cultural
identities, new economic opportunities
(online retail, bitcoin, etc.), new art
forms and media (Youtube)
o ex. online site aswang;
crossreference with other sites
like blogs; created by one person
(created several personas)
NATURE/TECHNOSCIENCE/CULTURE
 Nature as the raw material of science
and technology:
o Scientists as heroes in the
advancement of society wresting
nature’s secrets from her (note
the genders)
 Nature as the original state to which we
must return
o Health concerns in a
technological society: concerns
about food (processed vs.
natural vs. whole) wellness
(exercise more, walk more)
mental health (relax, meditate)
TECHNOBODIES
 The disciplining of the body (Foucalt) in
accordance with ideas of appropriate
health and fitness, gender, sexuality,
race and ethnicity
o The medical exam (welcome to
UP!)
o Fitness and strength as spectacle
– moving bodies within the gym,
triathlon events, the Olympic
o Uniforms and uniformity
o Why do you want to go to
Wakanda? (Team Mingmingming
vs. Team Swswswsw)
o Valorizing the Badjao girl and the
Igoro Man
SCIENCE, TECHNOLOGY AND THE
TRANSFORMATION OF FILIPINO MARTIAL ARTS
 Introduction
o Filipino martial Arts is a catch-all
term for the group of local
martial arts that include but are
not exclusive to arnis, eskrima
and kalis
o These three are well-known for
their emphasis on weapons
training at the beginning and on
backing this up with empty
hands training afterwards
 o Weapons mentioned include
rattan sticks of varying lengths;
hardwood sticks; wooden
training swords; metal training
swords; live, edged weapons;
staffs/staves
o These three are also well-known
and practiced throughout Luzon,
Visayas and some parts of
Mindanao
o In this presentation, I will show
how the Filipino martial arts,
often viewed as a cultural art
form, are transformed through
the application of scientific
knowledge and technological
innovations
 Cultural traditions: holding
a sword:
 Arnis – rhythm
 Historical notes
o The FMAs as they exist today are
the fusion of the European
martial arts and the indigenous
forms of combat
o Sources such as Blair and
Robertson suggest that during
the Spanish colonial period,
many Spanish frailes who were
themselves ex-military organized
local militias in their parishes in
order to provide defense against
the threat of the raiders from the
southern communities (Irannun,
Balangigi, Samal, Tausug).
o Conversations with other
researchers have uncovered
some interesting documents,
namely that in the 17th century, a
trigueño by the name of
Domingo Perez de Aguilar had
received training in Mexico City
from an established martial
academy; he had graduated with
a diploma, Maestro del Esgrima
ang was commissioned to teach
fencing and other forms of
combat to local troops upon his
return; and was designated
Deputy of the Senior Master of
Arms of the City of Manila and its
surroundings
 A trigueño is a son of a
Spanish father and an
indio mother
o Perez de Aguilar was a graduate
of the Destrez school of fencing.
Destreza was also known as the
geometric school of fencing since
it relied heavily on geometrical
representations in teaching
theory and tactics of combat
o This geometric orientation was in
turn a product of time when both
mathematics and mysticism
o Destreza Diagram [picture]
o Curved sword (he shows)
 Black = student sword
 White = masters
 Follows the Destreza
Diagram
o Weapons
o Approach
  This is about material  […]
culture: how objects  bahi hardwood, kamagong
acquire cultural meanings sticks, padded sticks
through their use, and o Pedagogy
how in turn both material  Cultural
and meaning undergo  Teaching by
transformation imitation, often very
 […] little explanation
o Movement Patterns unless there is a
 Cultural strong personal
 Culturally and relationship
linguistically based  According to the
names of teacher’s perception
movements of what is needed –
 Retarada? – close personal
backward training
 Spanish  Technological
terms  Teaching by
 Based on local curriculum
languages (including  Teaching in
translations) classroom format
 Based on teachers’  Research into
experiences anatomy and
 Technological kinesiology and
 Descriptions of application to
movements based movements of FMA
on geometry and  Hide stick behind
line you
 Use of English  Someone attacks
(application of you while you sit
English technical down
language to o Supplemental Practices
describe movement)  Cultural
 Increasse reliance  Breathing
on anatomy movements for
o Material Culture energy
 Use of native materials  Circulate
 Rattan breath inside
 […] body
  Go out of line
of sight
 Use of talismans to
acquire power
 Spying on other
teachers to learn
their techniques and
counter them
 The body as a site
of supernatural
power
 Technological
 Strength and
cardiovascular
training
 Nutrition
 Use of internet
materials such as
Youtube and other
sites to acquire
more information
 The body as a
machine
 Anting-anting  now:
weights
o Popular Culture
 Cultural
 Performend in
theatrical venues
such as moro-moro
(Christian vs.  Summing Up
Muslim theme), and
in wedding dances
(sayaw) (found in
Antique)
 Technological
 […]
 The Transformation of the FMA
o FMA is a culture practice is
heavily dependent on its material
culture. The weapons are
symbols that carry several layers
of meaning, from strength and
power to ethnic pride
o Possession and knowledge of the
use of weapons sets apart the
practitioner from other people.
The skills acquired are viewed by
many as arcane, with more than
a hint of danger, because of the
association with violence
o Cloth wrapping  tells you which
group it comes from; pride /
heritage
o Innovations from science nad
technology transform both the
meanings of these material
symbols as well as their place in
society. From the relatively […]
o The movement from the margins
to the mainstream also brings
with it a reinterpretation of
identity: as part of the process of
modernization brought about by
the incorporation of newer
technology and advances in the
sciences, FMA is also
transformed into a symbol of […]
 o This presentation documents the
transformation of a cultural
practice of the Philippines, from a
indigenous art with roots in both
Spanish and local fighting
methods, to a more
contemporary form of practice,
utilizing the methods of science
and the tools of technology
o The meanings attributed to the
material culture of the FMA
undergo a change as innovations
are introduced. Traditions are not
necessarily discarded but rather
are given new meanings and
relevance by contemporary
practitioners
POSTNORMAL SCIENCE
 […] phone
 Critiquing Normal Science
o The contemporary environment
of science is no longer the same
as Kuhn had assumed
o Science in practice is, as Ravetz
put it, myopic and destructive,
i.e., carrying out science without
concern for its consequences,
especially to the environment
 Nuclear power  what to
do with waste = major
issue
th
o Most notably in the 20 century,
science had become
industrialized
 Characterized by battles
for funding and
promotions
 University example 
publish or perish
 Beyond Traditional Science
o Background – interest in major
environmental issues such as
acid rain, pollution, ozone
depletion
 Why rain is itchy  […]
several conditions
 How quickly does ur roof
disintegrate
 Manila bay  immediately
think of Roxas boulevard.
Not the entire Manila Bay
 Traditional methods of
science communication are
inadequate in scenarios
where here “facts are
uncertain, values in
dispute, stakes decisions
urgent” (Ravetz 1986 in
Turnpennyat al 2011)
 Context
o System uncertainties
(complexities of the system
under consideration)
 Vis a vis
o Decision stakes – costs and
benefits to stakeholders and
concerned parties
 Water disposed in system
 where will it go
 From puzzle-solving to problem-solving
o Contextualizing policy-making
and impacts on decisions
o Surrounded by extended peer
community (EPC) – individuals
on the ground, so to speak, who
have additional useful knowledge
 From problem solving to addressing
justice and sustainability
 […]
 Types of scientific work in the post
normal age
o Core science – the pure or basic
research
o Applied science – mission-
oriented
o Consultancy – client-serving
o Postnormal science – issue-
oriented
 Science and society
o Formerly, science was the work
of an intellectual elite,
characterized by the reduction of
uncertainty
 Toothpaste to get a jowa
o Now science leads to policy
dilemma, in which uncertainty
can no longer be reduced but
managed, in which scientific
work is no longer separate from
ethical issues, but instead ethical
issues are considered integral to
scientific work
 The role of institutions and power
relations must also be taken into
account lest post normal science be
captured by vested interests
o Preparation for earthquakes –
disaster  capitalism
o Who gets to do what project
 Postnormal science, policy and the
Philippines (Vallejo)
o Addresses ongoing concerns –
disaster risk reductions, food
security, urban traffic density
o The uncertainty principle:
 “where there are threats
of serious or irreversible
damage, lack of full
scientific certainty shall
not be used as a reason
for postponing cost-
effective measures to
prevent environmental
degradation”
o Democratic consultation and
recognition of the public good
o The role of science advisers –
must stand outside completing
interests and stakeholder
relationships
 As adviser to the
government, the welfare
of the client (PH) should
be the foremost
consideration
Science, culture, political economy,
policy
 Worrying Problems
o Why don't policymakers listen to
scientists?
o Why can’t scientists
communicate in ways
policymakers understand?
 Family planning  if the
population growth was not
addressed, problems
 Condoms, etc. = problem
in communicating (used
English, but a lot used
Tagalog), can you also use
direct terms/words
regarding sexual body
parts in public?
  If you can’t talk about the  Emergency situations
actual act itself, how do require instant information
you communicate? to feed decision-making,
 Farmers  didn’t work and the adviser must
(they put the condom on make the judgement call
the candle (sperma), not on the spot
on the organ)  Creating Networks
 Paano magsabi ng o Creating a network between
kwento? science advisers and
 Ano ang tamang kwento? policymakers is a fruitful step; in
o Climate change, melting polar PH context, this must involve
caps and why aren’t some applying the principle of kapwa
countries agreeing to regulate as supported by pakikisama,
their carbon emissions? pakikitungo, pakikiramay
o Why didn’t local leaders listen to  Informal and formal
the warnings about Yolanda? o
 Context and Communication
o Communicating science based
advice takes place in a variety of
contexts:
 Regulatory proposals,
program development and
cabinet level decision
making can be carried out
with brainstorming
sessions, consultative
meetings, workshops and
conferences, and funded
research programs
 Shampoo =
communal property
(if bottles); sachet-
use long-term
however is bad for
the environment
Notes 10/04/2019
EXTRA NOTES:  “Objective = easy”
10/16/20 (Wed) – continue folk medicine “Subjective = take a bit of time”
 For Friday: readings, Baraktik
 Midterm exams might be on UVLE
 Read 3 readings for Friday: recitation 10/25/19 - Balut
and groupworks Exotic/strange examples – might indicate
 Additional framework something bigger
 Diliman Science month  Look for science behind phenomenon,
 social, economic situations
 Nature of concept Indigenous  Can science be an everyday way of
 No such thing as Chinoys – distinct thinking? *
 Indios noticed the differences among
themselves in terms of language 10/30/19
 American colonial period Reaction paper for questions after
 Natives themselves can define watching video
indigeniety, not just colonizers
 Americans
o We were locked together as
natives
o Us: Wild, savage
 People with minimal
clothing
 Weaponry
 Indigeneity:
o What is the historical root?
o If you say people are IPs, what
sets them apart from other
people  physical appearance?
 Reaction / Reflection Paper
 Moro Identities

10/18/19 (Friday):
 STS 1 Midterms:
o Over the weekend/ *Wed next
week
o Set deadline
o For objective portion, already
there
 By next week  may grade / standing
 10/04/2019
Abron
 Marine resources, etc.
 Local environment
 Must develop an oil-independent
economy
 Marine-protected area
 One of places must be an area for
understanding human evolution
Assigned Abron:
 What is the scientific and non-scientific
____?
 Risks, benefits, and spill-overs
 Knowns and unknowns?
 Etc.
 One of the roleplayers must be the
prime minister  he will be the
decision-maker
 Another would be the ambassador for
afghistan
 The other roles: any
 How is science applied  bc it should
address certain issues?

Non science related factors?

Simulate a high realistic cabinet meeting

15 minutes – each of the roleplayers will
have 1 minute each to present their stand on the
issue then the prime minister: summarize
everything
king: come to a decision

challenge: be impactful, concise yet

comprehensive

other essay: Carboneria

10/04/2019