Science, Technology, and Society PPT Chapter 2

First PPT

1. SCIENCE AND TECHNOLOGY IN THE PHILIPPINES CHAPTER II

2. KEY CONCEPTS Barangay — a geographically distributed, self-sufficient autonomous community.

3. KEY CONCEPTS Colonization — the occupation by a nation of an area from which it was formerly absent.

4. KEY CONCEPTS Reduccion system — a strategy of grouping far-flung, scattered barangays into fewer but larger and more compact towns.

5. Precolonial Period

6. Spaniards arrived in the Philippines in 1521 . Information on its society, culture and technology prior to this event were only based on archaeological findings, accounts by early traders, and narratives from first Spanish missionaries as there were only few reliable written information available on these.

7. These sources suggest that the country used to have a number of geographically scattered, self-sufficient autonomous communities (called barangays) which were more of a kinship or social unit rather than political group.

8. Early settlers of the country about 50,000 years ago believed to modern men (Homo sapiens) who came over from mainland Asia and had reached and lived in Palawan and Batangas by passing over land bridges .

9. They then subsequently formed communities in other parts of the country including Sulu, Negros, Samar and regions in Luzon where they learned to make simple tools by sawing, drilling and polishing hard stones.

10. They also produced seashell ornaments and pottery of various designs which over time were replaced by imported Chinese porcelain.

11. These early communities gradually learned to manufacture tools made of copper, gold, bronze and iron as evidenced by iron slags and tools excavated from numerous local graves and work sites.

12. However, similar to the Stone Age pottery, these metal implements did not survive with cast iron from other countries.

13. Additionally, Filipinos made use of boats for coastal trade like the caracoa , a refined plank-built warship best suited for inter-island trade raids .

14. By the 10th century A.D., Butuan and Mindoro inhabitants started trade relations with Champas of Vietnam and locals of China, respectively. This was largely supported by records from China and by archaeological findings of Chinese porcelains manufactured.

15. Further, it was found out that Mindanao and Sulu inhabitants traded with Borneo, Malacca and other parts of Malay peninsula. These trade relations were strongly established even before the arrival of Spaniards in the country and was further strengthened by marriage between Manila and Brunei rulers.

16. It was at this time when their cultural and technological influences reached and diffused in the Philippines and contributed to the characteristics of barangays discovered by Spaniards.

17. Coastal areas such as Manila, Mindoro, Cebu, Sulu and Southern Mindanao had more sophisticated technology compared to other areas due to their exposure to foreign trade and cultural influences.

18. An example would be the house of Raja Soliman which was reported to contain trade articles such as ‘money, copper, iron, porcelain, blankets, wax , cotton and wooden vaults full of br andy

19. In addition, agriculture was being practiced throughout the country where people were growing crops (e.g. rice, cotton, vegetables), raising farm animals (e.g. swine, goats, fowls) and producing wine, vinegar, salt and bee products. There were Filipinos who were also mining gold .

20. People during this time lived in wood, bam boo or nipa houses but wore colorful clothes, self-made jewelry and even teeth ornamented with gold. They had their own writing and measuring systems and counted the years by moons and from one harvest to another.

21. -However, in more remote areas such as mountain settlements, many Filipinos were still hunter-gatherers . They were trading with lowland and coastal locals for their gathered forest products and even some of the small tools they were making.

22. In terms of religious beliefs, precolonial Filipinos were believers of superstitions . There were no worship areas discovered during this time.

23. -In addition, they did not develop written literary tradition. They may have their own system of writing but it was primarily for letters and messages. ( Caoili , n.d.).

24. Spanish Regime

25. The Spanish regime is considered to be the period of birth of modern science and technology in the Philippines. During this time, religious orders had great influence on its development as well.

26. -The interaction between these forces resulted to political and socio-economic changes which had a huge contribution to the history of the country.

27. Remarkable events and advancements in the Philippine science and technology during the Spanish colonialization are presented in the following table.

28. Politics             Reduccion system used in Latin America was adopted in response to initial shortage of Spanish missionaries in the country. This strategy grouped far-flung, scattered barangays into fewer but larger and more compact towns within the hearing area of church bells. Datus and their hereditary successors served as heads of cabezas de barangay, the lowest level of local government.

29. Politics             Centralized political control was established all over the country. • Tribute tax was imposed and collected. • Compulsory labor services were enforced among the native Filipinos. Compulsory sale of local products to the government was implemented.

30.     Education   Philippine colonial educational system was established with the help of religious orders. • Technological development and scientific researches were promoted. Primary education was mainly religious in nature.

31.     Education   Different religious orders established schools offering higher education, majority of which in Manila, but mostly accessible to the elite of the society. Jesuits - Colegio de San lldefonso, Cebu City (1595) - Colegio de San Ignacio, Manila (1595) - Ateneo de Manila (1859) Dominicans - University of Santo Tomas, Manila (1611) - Colegio de San Juan de Letran, Manila (1640)

32.     Education   Higher education was initially offered for priesthood and for clerical positions in the government . It was only during the 19th century that B.A. degrees (i.e. Bachiller en Artes) in science subjects and that technical/vocational schools offered and established, respectively, by the Spaniards.

33.     Education   Filipino students were able to go to Europe for professional advanced studies as prosperity resulted from increased commerce between the Philippines and other countries. Some of them were the following:

34.     Education   o Jose Rizal — Medicine and specialization in Ophthalmology in Spain and Germany o Graciano Apacible — Medicine in Madrid o Antonio Luna —Pharmacy in Madrid o Jose Alejandrino — Engineering in Belgium

35. Add a Slide Title - 4     Medicine -Several Spanish missionaries observed, catalogued and wrote about Philippine plants, especially those with medicinal values. One of the most notable writings was the Manual de Medicinas Caseras by Father Fernando de Sta. Maria in 1763.

36. Add a Slide Title - 4     Medicine Schools of medicine and pharmacy were opened in 1871 in University of Santo Tomas. Among its first BS Pharmacy graduates was Leon Ma. Guerrero who is referred to as the "Father of Philippine Pharmacy" after his extensive work on Philippine medicinal plants.

37. Add a Slide Title - 4     Medicine -In 1887, the Laboratorio Municipal de Ciudad de Manila was established to perform biochemical analyses for public health purposes and specimen examinations for clinical and medico-legal cases. Studies on infectious diseases such as cholera, tuberculosis, leprosy and beriberi were also conducted.

38. Add a Slide Title - 4     Agriculture -Philippine exportation of agricultural products started to increase when Manila was opened in 1789 to Asian shipping. This was subsequently followed by the opening of other Philippine ports.

39. Add a Slide Title - 4     Agriculture -In 1829, agricultural production accelerated and modernized when foreign capital was allowed to operate in the country.

40. Add a Slide Title - 4     Agriculture -The Manila School of Agriculture was established in 1887 and opened in 1889 to provide theoretical and practical education to farmers and to promote agricultural development in the country.

41. Add a Slide Title - 4     Agriculture In general, there was a very little development in the country’s agricultural sector during the first two centuries of Spanish regime.

42. Add a Slide Title - 5   Economy Spanish colonizers largely depended on profits from the Galleon (or Manila-Acapulco) trade (1565-1813). Manila emerged as the entrepot of the Orient .

43. Add a Slide Title - 5   Economy -Direct involvement in the Galleon trade was limited to Spanish occupants of Manila. Chinese traders profited most from this system by acting as packers, middlemen and retailers which were much needed by the Spanish community in Intramuros

44. Add a Slide Title - 5   Economy -Domestic economy was deleteriously affected by the Galleon trade which caused a negligence of local agriculture, mining and handicraft industries.

45. Add a Slide Title - 5   Economy -Operation of foreign capital in the country paved the way for local industries to flourish in Manila. These included the industries for weaving, embroidery, hat making, carriage manufacture, rope making, cigar and cigarette making

46. Add a Slide Title - 5   Economy -Modern facilities were introduced in Manila by the second half of the 19th century. Some of these were waterworks system, steam tramways, electric lights, newspapers and banking system.

47. Add a Slide Title - 5   Economy Economic development was unevenly distributed in the Philippines. Most of the areas outside Manila remained poor and underdeveloped .

48. Add a Slide Title - 5   Economy -In general, there was a little development in the country's agricultural sector during the first two centuries of Spanish regime.

49. -The Spanish regime ended with the country being recognized for its primary agricultural exporting capacity. But because of the lack of support for the development of other Philippine native industries, they did not survive the competition with foreign imported products. However, it must be noted education , medicine and pharmacy remained the most professions in the science field during this period .

50. American Regime

51. The American marked the rapid advancement of science and technology in the Philippines. The contributing factors for this development were the following: •Encouragement and support of the government for an extensive public education system.

52. • Scholarship grants in science and engineering; •Organization and establishment of science research agencies ; and, •Establishment of science-based public services .

53. Specifically, the following activities paved the way for the development of science and technology in different sectors of the country. - Secularized public education was introduced by the Americans in the country.

54. - The Department of Public Instruction was established in the country to produce schools offering free primary education with English as the medium of instruction. - A Philippine Normal school was put up to serve as training ground for Filipino teachers.

55. - Secondary schools were opened in 1902 , followed by the establishment of other professional and technical institutions which later became part of the multidisciplinary University of the Philippines. - Advanced training abroad was availed by qualified Filipinos leading to the gradual replacement of foreign faculty in the country.

56. - The demand for professional education increased . However, the only publicly supported higher education institution, the University of the Philippines, was not able to handle this increasing demand. This made private education an alternative to professional education for a number of Filipinos.

57. - The Private School Act (Act No. 2076) was enacted in 1917 to recognize the increasing number of private schools as educational and not commercial institutions . These institutions were supervised by four staff, or the Department of Public Instruction composed of a superintendent, an assistant superintendent and two supervisors.

58. - The Office of Private Education was established to look into such matters that would lead to the improvement of its educational machinery such physical plant, facilities, equipment, and administrative regulations .

59. - The Bureau of Government Laboratories created in 1901 by the Philippine Commission was reorganized and renamed as the Bureau of Science. This serve as the primary research institution of the government until the end of World War II.

60. The National Research Council of the Philippine Islands (NRCP) was established in 1933 . This was responsible for the promotion of scientific research in the country and in the deliberation and drafting in the 1934 Constitutional Convention of provisions relating to the local science and industry.

61. -The American regime in the Philippines ended with its economy having agriculturally defined . This was despite the higher education opportunities given to Filipino people in the fields of science and engineering.

62. However, it must be realized that the Philippines-United States trade relations continued even after the country attained its independence in 1946 . The country remained an exporter to U.S. of various agricultural crops and raw materials, and an importer of U.S. manufactured products ( Caoili,n.d .).

63. Commonwealth Period

64. The inauguration of the Philippine Commonwealth in 1935 marked the beginning of the country’s transformation to a politically independent nation . The importance in the economy of promoting scientific development was acknowledged as reflected in Article XIII, Section 4 of the Constitution stating that:

65. “The State shall promote scientific research and invention, Arts and Letters shall be under its patronage..”

66. During this period, the increase in number of school children was addressed by the continuous expansion of the public school system with Grade VII which served as the terminal grade in the grade school curriculum being abolished by the Government.

67. It also during this time when the Office of Private Education was reestablished after operation stopped in 1932. This paved way to the opening of additional government recognized private schools in the country for elementary, secondary, and tertiary education.

68. -To work towards sustaining the Philippine political independence, the government established the National Economic Council to address the country’s economic and financial questions .

69. -Numerous government corporations were formed to perform various functions in the country. Some of these were the National Power Corporation, National Development Company, National Abaca and other and Fibers Corporation, and the like.

70. -The Bureau of Mines was also created as part of the government's goal of encouraging and assisting Filipino businessmen in building industries. The Bureau of Mines was specifically established for businessmen delving into mining exploration and development.

71. -More industrial scientific research were also performed after the Bureaus of Science, Plant and Animal Industry received increased appropriations.

72. -However, despite these efforts, the goal of the Commonwealth government of economic self-reliance was not attained. This was due to the foreign trade policies still controlled by the American government and the occupation of Japanese troops in the country which began in 1941.

73. The Japanese occupation led to the destruction of various institutions built for the country’s science and technological development. This included the reduction to ruins of Manila which then served as the Philippines' center of all educational and scientific endeavors ( Caoili , n.d.).

74. Period Since Independence

75. After the country regained its independence in 1946, the support for scientific research and development through education was continued.

76. Several state and even private universities and colleges were established and/or reorganized since then . These institutions were supervised by the then Department of Education and Culture .

77. This development in the educational sector of the country led to the tremendous increase in the number of college graduates.

78. However, only a small proportion of them were into agriculture, science and engineering. This was due to the perceived low employment opportunities in these fields, longer periods of study and their non-affordability for the public.

79. However, from the Bell Mission of U.S. recommended that the Philippines systematically explore its natural resources to determine their potentials in defining the economic development of the country.

80. Because of this, the Institute of Science and Technology (former Institute of Science) was born with additional roles of improving industrial activities and encouraging technological development. In addition, to address this deterioration of science in the country, the Congress enacted the Science Act of 1958 (RA 2067).

81. This created the National Science Development Board (NSDB) which is responsible for making science developmental policies and for coordinating the activities of various science institutions. The organization and functions of NSDB were later on expanded through the addition of more science agencies.

82. Years after, in 1982, NSDB was further reorganized becoming the National Science and Technology Authority (NSTA) with four research and development councils

83. This increase in the number of Philippine science institutions provided opportunities for local science manpower to conduct researches and to staff universities and colleges.

84. A national network of centers of excellence in basic sciences was then established to further improve science and technology in the country and its manpower.

85. Moreover, a Scientific Career System was introduced in the country by the Civil Service Commission to encourage young individuals to pursue science careers and more qualified scientists to work in the government ( Caoili , n.d.).

86. On January 1987, by virtue of Executive Order 128, the NSTA was elevated to full Cabinet level. This converted the agency to Department of Science and Technology (DOST) to meet the increasing demands for intervention of science and technology in national development. Today, the science and technology sector of the country is still represented in the government by DOST.

87. It significantly plays a role in pursuing the declared state policy of supporting local scientific and technological effort, developing local capability for technological self-reliance, and encouraging greater private sector participation in national research and development (DOST website).

88. Asynchronous task (yellow pad paper) Describe the role of education in defining science and technology in the country. Discuss how science and technology was represented in the Philippine government then until now.

89. References: Ilagan Y., Balindo L., Digma J., Taglinao L., Bono M., Penaflorida M. (2018) Science Technology & Society, Panday-Lahi Publishing House, Inc.Sucat , Muntinlupa City https://sites.wustl.edu/meteoritesite/items/slag/ https://blog.thepipingmart.com/metals/what-is-cast-iron-properties-and-uses/ https://www.thenationalnews.com/weekend/2022/07/22/manilas-muslim-hero-rajah-sulaymans-effect-on-the-history-of-the-philippines/

90. THANK YOU!