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Unit 2:Science, Technology and Society and the Human Condition(18 hours)IntroductionThere can be no doubt that we are rapidly moving towards a global society, spanning the whole earth. Yet this global society derives its unity not from philosophy or religion, but rather from technology. Technology i...

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Unit 2:

Science, Technology and Society and the Human Condition (18 hours) Introduction

There can be no doubt that we are rapidly moving towards a global society, spanning the whole earth. Yet this global society derives its unity not from philosophy or religion, but rather from technology. Technology is improving life and improving it fast. It is technology that is leading to the homogenization of all forms of social interaction and communication, irrespective of their historical and cultural provenance. It is technology that is creating a shared horizon for economic productivity, just as it is technology that permits the limitless accumulation of public wealth. Technology is the salient social activity of human beings as a species and, as an activity, and is both cumulative and linear, irrespective of its consequences for human happiness.

In this chapter, we will be discussing the different conceptions of human flourishing, which connotes the “well-being” and “happiness” of men and suggests positive emotional experiences. Also, the development of scientific method and validity of science, human flourishing vis-à-vis progress of science and technology. It has been noted that human flourishing in our present societies seem dwarfed by difficulties, not only in the developing world, but also in the developed world.

Also, this chapter covers the concept of human condition before and after the existence of science and technology and ways on how technology aided in revealing the truth about human being.

Furthermore, we will also be discussing the meaning of a good life and the different possibilities available in attaining a good life and happiness. It will point out how humans strive to become happy, achieve a comfortable and convenient life and the desire to make the work lighter, easier and faster.

Finally, we shall also be taking up the different technological advancements in society, development of Science and Technology in the Philippines and the effects of the interplay between technology and humanity through dilemmas where the world is entering a period of transformative change, and many of people will be surprised by the developments they simply hadn’t anticipated.

Learning Outcomes At the end of this unit, student can: •

Analyze the human condition in order to deeply reflect and express philosophical ratifications that are meaningful to the student as a part of society;

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Criticize human flourishing vis-à-vis the progress of science and technology so that the student can define for himself/herself the meaning of the good life;

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Examine shared concerns that make up the good life in order to come up with innovative, creative solutions to contemporary issues guided by ethical standards;

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Examine human rights in order to uphold such rights in technological ethical dilemmas;

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Evaluate contemporary human experience in order to strengthen and enlighten the human person functioning in society; and

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Find and examine local government policies that protect the wellbeing of the person in the face of new technologies.

Topic 4: The Human Person Flourishing in terms of Science and Technology

After successful completion of this module, you should be able to: 1. Apply the scientific method to research; 2. Explain the concepts of human flourishing and their importance for the “common good” and present examples; and 3. Enumerate the different principles of human flourishing and discuss how it affects the life of every human being.

Learning Activity: SPOT THE SCIENTIFIC METHOD Direction: Each sentences below describes a step of the scientific method. Match each sentences with the step of the scientific method listed below. A. Identify the problem B. Formulate a hypothesis C. Test the hypothesis D. Record and analyze data E. Make conclusions and generalizations F. Publish scientific work ______________ 1. Mark predicted that seeds would start to grow faster if an electric current travelled through the soil in which they were planted. ______________ 2. Scott said, “If I fertilize my orchid plants, they will blossom.”stronger when she gave the hen feed, to which extra calcium had been added. ______________ 3. Philip’s data showed that household cockroaches moved away from raw mangoes. ______________ 4. Ameera’s fed different diets to three groups of tilapia. Her experiment showed that tilapias need vitamins and protein in their diet. ______________ 5. Angela’s experiment proved that earthworms move away from light. ______________ 6. Justine wondered if dyes could be taken out of plant leaves, flowers and stems. ______________ 7. Kathy used a survey to determine how many classmates were left-handed and how many were right-handed. ______________ 8. Bob read about growing plants in water. He wanted to know how plants could grow without soil. ______________ 9. Kevin said If acid rain affects plants in a particular pond,

it might affect small animals, such as crabs, that live in the same water.” ______________10. Alicia’s experiment showed that chicken eggshells were broken.

The Scientific Method Imagine digging the soil when suddenly, an unfamiliar organism- possibly a worm emerges from the ground. One would normally try to observe it for a period of time, and curiosity grows. One observes how the worms moves, what and how it eats, and other behavior it manifests. This observer may collate information gathered from various related sources and use these data to compare worm with other worms. The observer is this case is going through the process of making inferences.

Scientific inquiry is composed of a series of interrelated steps that begins with an observation. This involves analyzing the surrounding and asking questions. What is it to stimulate curiosity? What does individual want to know more about? Utilizing the senses, preconceived ideas, and knowledge on the topic at hand, and impelled by questions begging for answers, a person explores and analyzes. This is the beginning of scientific inquiry, the systematic way.

After information is collected, a hypothesis is formed. A hypothesis is a statement on what could be a possible outcome or answer to the problem at hand. An important thing to remember during this stage of the scientific method is that once a hypothesis is developed, the individual should retain it, even of the results of the experiment show that the idea was wrong. An incorrect prediction does not mean that the experiment failed. Maybe, it just means that the entire activity brought some new facts.

The following is a summary of the steps in the scientific method. 1. Identify the problem: A problem may arise from simply experiencing that problems, or an observation of a certain phenomenon, or an unexpected event. 2. Formulate a hypothesis related to the problem: This is simply making a scientific guess about the problem. Along with this, an individual need to browse and look for studies and related literature that have something to do with the problem. The hypothesis may be accepted or rejected depending on the result of the experiment. 3. Test the hypothesis by experimentation: Testing the hypothesis could be done through experimentation and observation. It may be conducted several times in case

there are doubts with the results, or until after the hypothesis is satisfactorily answered. It does not really matter whether the results are positive or negative. What is more important is the truth that lies behind the results. 4. Record and analyze data: While conducting research, there must be a record of all the results from the start to finish. These data will be very relevant in making the write up about the results of the study. 5. Make conclusions and generalizations: From the results, one can now draw conclusions and generalizations. One may also give recommendations based on the results. 6. Publish scientific work: It is important to disseminate the results of the studies. Find ways to publish them rather than leave them on the shelves to gather dust. The results may be useful to the community especially to those who have the same interests. This is the essence of any scientific study. Human Flourishing According to Aristotle, there is an end of all of the actions that we perform which we desire for itself. This is what is known as Eudaimonia, flourishing, or happiness, which is desired for its own sake with all other things being desired on its account. Eudaimonia, is a term that combines the Greek words for “good” and “spirit” to describe the ideology. Eudaimonia defines happiness as the pursuit of becoming a better person. Eudaimonia is a property of one's life when considered as a whole. Flourishing is the highest good of human endeavors and that toward which all actions aim. It is success as a human being. The best life is one of excellent human activity. Eudaemonists do this by challenging themselves intellectually or by engaging in activities that make them spiritually richer people.

For Aristotle, the good is what is good for purposeful, goal-directed entities. He defines the good proper to human beings as the activities in which the life functions specific to human beings are most fully realized. For Aristotle, person's nature as a human being provides him with guidance with respect to how he should live his life. A fundamental fact of human nature is the existence of individual human beings each with his own rational mind and free will.

Principles of Human Flourishing 1. Dignity of Human Person – innate personal values or rights which demands respects for all people, regardless of race, social class and wealth. 2. Common Good – sacrificing self-interest to provide for the basic human needs of everyone makes the whole community flourish. 3. Preferential Option for the Poor – when decisions are made by first considering the poor. 4. Subsidarity – when all those affected by a decision are involved in making it. 5. Universal Purpose of Goods – the Earth’s resources serve every persons’ needs, regardless of who “owns” them.

6. Stewardship of Creation – duty to care for the Earth as a (God-given) gift is a personal responsibility for the common good. 7. Promotion of Peace – everyone has the duty to respect and collaborate in personal relationship and at national and global levels. 8. Participation – everyone has the right and the duty to take part in the life of a society (economic, political, cultural, religious) 9. Global Solidarity – recognition that we are all interconnected, part of one human family.

Activity 1: Applying the Scientific Method Direction: Scientists used scientific method in their research, but it is also used by people who aren’t scientist in everyday life. Even if you were not consciously aware of it, you have used scientific method many times when solving problems around you. Apply the scientific method on what you observe happening in the environment/community at 8:00 in the morning. Use data sheet to write down your answer. Guide Questions: 1. What do you think will happen if the steps in scientific method are in different order? 2. If you would be adding more steps to the scientific method, what would be these steps? Discuss the additional steps you are proposing. Activity 2: Role Play Direction: Break up your class into groups of four or five students. Each group will role play the Golden Rule “Do not do unto others what you want others do unto you” After the role play each group will answer the following guide questions. Guide Question: 1. Why is forming relationship with others important in person’s life? 2. How would you categorize what is important in life and what is not?

Activity 3: FLOURISH-ING Direction: Choose one among the eight principles of human flourishing and present it in class how these principle affects your everyday life as human being.

(Source: Fundamentals of Science and Technology, www.tutorialspoint.com) Figure: 4.1...