CHAPTER 2

SCIENCE, TECHNOLOGY AND SOCIETY AND THE HUMAN CONDITION

Society applauds the advancement scientific technology has made in
recent years In various fields, such as medicine, energy, and communication.
While humankind profits in many ways from this technology, a few voices are
heard cautioning society to consider the implications of these developments.
The chapter is not a crusade for clean air, a lament for the return to the "good
old days," or a call to halt the advancement of scientific technology. Rather,
the purpose is to discuss the interface of scientific technology and the human
condition.
Flourishing borders allowed people full access to cultures that as a
result, very few are able to maintain their original philosophies. It is in this
regard that we would tackle human flourishing- in global perspective and as a
man of the world.

Learning Objectives:
At the end of this chapter, the students should be able to:
1. Discuss the concepts of human flourishing and the good life in
relation to progress of science and technology;
2. Explain how technology aids in revealing the truth about the human
condition;
3. Identify possibilities available to human beings to attain good life;
and
4. Discuss the interplay between technology and humanity;

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 LESSON 1
HUMAN FLOURISHING

The concept of human flourishing has been gaining popularity in the

field of philosophy of education for some time now. Children should be
equipped, at home and in schools, to lead flourishing lives, instead of or in
addition to merely living a happy life. Aristotle's concept of eudaimonia, the
idea that human flourishing (living life to your fullest potential) is the essence
of morality.
Flourishing borders allowed people full access to cultures that as a
result, very few can maintain their original philosophies. It is in this regard
that we would tackle human flourishing-in global perspective and as a man of
the world.

LEARNING OBJECTIVES
1 . identify different conceptions a b o u t h u m a n f l o u r i s h i n g
2. determine the development of the scientific method and validity of
science; and
3. critic human flourishing vis-à-vis progress of science and technology
to be able to define for themselves the meaning of a good life

CONCEPTIONS OF HUMAN FLUORISHNG

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 Human Fluorishing
 involves the rational use of one’s individual human potentialities,
including talents, abilities, and vitues in the pursuit of his freely
and rationally chosen values and goals.
Eudaimonia, literally "good spirited," is a term coined by renowned
Greek philosopher Aristotle (385-323 BC) to describe the pinnacle of
happiness that is attainable by humans. This has often been translated into
"human flourishing" in literature, arguably likening humans to flowers
achieving their full bloom. As discussed in the Nicomachean Ethics, Aristotle's
human flourishing arises as a result of different components such as
phronesis, friendship, wealth, and power. In the Ancient Greek society, they
believe that acquiring these qualities will surely bring the seekers happiness,
which in effect allows them to partake in the greater notion of what we call the
Good.
As times change, elements that comprise human flourishing changed,
which are subject to the dynamic social history as written by humans. People
found means to live more comfortably, explore more places, develop more
products, and make more money, and then repeating the process in full circle.
In the beginning, early people relied on simple machines to make hunting and
gathering easier. This development allowed them to make grander and more
sophisticated machines to aid them in their endeavors that eventually led to
space explorations, medicine innovations, and ventures of life after death. Our
concept of human flourishing today proves to be different from what Aristotle
originally perceived then—humans of today are expected to become a "man
of the world." He is supposed to situate himself in a global neighborhood,
working side by side among institutions and the government to be able to
reach a common goal. Competition as a means of survival has become
passé; coordination is the new trend.
Interestingly, there exists a discrepancy between eastern and western
conception regarding society and human flourishing. It has been observed
that western civilization tends to be more focused on the individual, while
those from the east are more community-centric. Human flourishing as an end
then is primarily more of a concern for western civilizations over eastern ones.
This is not to discredit our kinsfolk from the east; perhaps in their view,
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community takes the highest regard that the individual should sacrifice himself
for the sake of the society. This is apparent in the Chinese Confucian system
or the Japanese Bushido, both of which view the whole as greater than their
components. The Chinese and the Japanese encourage studies of literature,
sciences, and art, not entirely for oneself but in service of a greater cause.
The Greek Aristotelian view, on the other hand, aims for eudaimonia as the
ultimate good; there is no indication whatsoever that Aristotle entailed it
instrumental to achieve some other goals. Perhaps, a person who has
achieved such state would want to serve the community, but that is brought
upon through deliberation based on his values rather than his belief that the
state is greater than him, and thus is only appropriate that he should
recognize it as a higher entity worthy of service.
Nevertheless, such stereotypes cannot be said to be true given the
current stance of globalization. Flourishing borders allowed people full access
to cultures that as a result, very few are able to maintain their original
philosophies. It is in this regard that we would tackle human flourishing—in a
global perspective and as a man of the world.

SCIENCE, TECHNOLOGY, AND HUMAN FLOURISHING

In the previous chapters, contributions of science and technology have
been laid down thoroughly. Every discovery, innovation, and success
contribute to our pool of human knowledge. Perhaps, one of the most
prevalent themes is human's perpetual need to locate himself in the world by
finding proofs to trace evolution. The business of uncovering the secrets of

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the universe answers the question of our existence and provides us
something to look forward to. Having a particular role, which is uniquely ours,
elicits our idea of self-importance. It is in this regard that human flourishing is
deeply intertwined with goal setting relevant to science and technology. In this
case, the latter is relevant as a tool in achieving the former or echoing
Heidegger's statement, technology is a human activity that we excel in as a
result of achieving science. Suffice to say that the end goals of both science
and technology and human flourishing are related, in that the good is
inherently related to the truth. The following are two concepts about science
which ventures its claim on truth.

SCIENCE AS METHOD AND RESULTS

For the most part, science's reputation stems from the objectivity
brought upon by an arbitrary, rigid methodology whose very character
absolves it from any accusation of prejudice. Such infamy effectively raised
science in a pedestal untouchable by other institutions—its sole claim to
reason and empiricism—garnering supporters who want to defend it and its
ways.
In school, the scientific method is introduced in the earlier part of
discussions. Even though the number of steps varies, it presents a general
idea of how to do science:
1. Observe and determine, if there are unexplained occurrences
unfolding.
2. Determine the problem and identify factors involved.
3. Through past knowledge of similar instance, formulate hypothesis
that could explain the said phenomenon. Ideally, the goal is to reject
the null hypothesis and accept the alternative hypothesis for the
study "to count as significant" (can also be separated into additional
steps such as "to generate prediction" or "to infer from past
experiments").
4. Conduct experiment by setting up dependent and independent
variables and trying to see how independent ones affect dependent
ones.

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 5. Gather and analyze results throughout and upon culmination of the
experiment. Examine if the data gathered are significant enough to
conclude results.
6. Formulate conclusion and provide recommendation in case others
would want to broaden the study. At least in the students' formative
years, the above routine is basic methodology when introducing
them to experimentation and empiricism—two distinct features that
give science edge over other schools of thought. Throughout the
course of history, however, there exists heavy objections on the
scientific procedure; the line separating science and the so-called
pseudoscience becomes more muddled.

OBSERVE

DETERMINE THE PROBLEM

FORMULATE HYPOTHESIS

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CONDUCT EXPERIMENT

GATHER AND ANALYZE

VERIFICATION THEORY
The earliest criterion that distinguishes philosophy and science is
verification theory. The idea proposes that a discipline is science if it can be
confirmed or interpreted in the event of an alternative hypothesis being
accepted. In that regard, said theory gives premium to empiricism and only
takes into account those results which are measurable and experiments which
are repeatable. This was espoused by a movement in the early twentieth
century called the Vienna Circle, a group of scholars who believed that only
those which can be observed should be regarded as meaningful and reject
those which cannot be directly accessed as meaningless. Initially, this proved
to be attractive due to general consensus from people, which happened to
see for themselves how the experiment occurred, solidifying its validity and

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garnering supporters from esteemed figures. Its shortcomings, however,
proved to be a somewhat too risky—several budding theories that lack
empirical results might be shot down prematurely, causing slower innovation
and punishing ingenuity of newer, novel thoughts. Celebrated discoveries in
physics, for instance, are initially theorized without proper acknowledgment of
their being. Einstein's theory on the existence of gravitational waves would,
following this thought, be dismissed due to lack of evidence almost a hundred
years ago. Quantum mechanics would not have prospered if the scientific
society during the time of Edwin Schrodinger did not entertain his outrageous
thought that the cat in the box is both dead and alive, which can only be
determined once you look in the box yourself.
Aside from above critique, this theory completely fails to weed out
bogus arguments that explain things coincidentally. A classic example is
astrology, whose followers are able to employ the verification method in
ascertaining its reliability. The idea is that since one already has some sort of
expectations on what to find, they will interpret events in line with said
expectations. American philosopher Thomas Kuhn warned us against bridging
the gap between evidence and theory by attempting to interpret the former
according to our own biases, that is, whether or not we subscribe to the
theory. Below is a short story illustrating this point:

FALSIFICATION THEORY
Perhaps the current prevalent methodology in science, falsification
theory asserts that as long as an ideology is not proven to be false and can
best explain a phenomenon over alternative theories, we should accept the
said ideology. Due to its hospitable character, the shift to this theory allowed
emergence of theories otherwise rejected by verification theory. It does not
promote ultimate adoption of one theory but instead encourages research in
order to determine which among the theories can stand the test of
falsification. The strongest one is that which is able to remain upheld amidst
various tests, while being able to make particularly risky predictions about the
world. Karl Popper is the known proponent of this view. He was notorious for
stating that up-and-coming theories of the time, such as Marx's Theory of
Social History and Sigmund Freud's Psychoanalysis,
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 are not testable and thus not
falsifiable, and subsequently questioning their status as scientific. Albeit
majority of scientists nowadays are more inclined to be Popperian in their
beliefs, this theory, similar to the theory above, presents certain dangers by
interpreting an otherwise independent evidence in light of their pet theory.

SCIENCE AS A SOCIAL ENDEAVOR

Due to inconclusiveness of the methodologies previously cited, a new
school of thought on the proper demarcation criterion of science emerged.
Several philosophers such as Paul Thagard, Imre Lakatos, Helen Longino,
David Bloor, and Richard Rorty, among others, presented an alternative
demarcation that explores the social dimension of science and effectively,
technology. Sciences cease to belong solely to gown-wearing, bespectacled
scientists at laboratories. The new view perpetuates a dimension which
generally benefits the society. For instance, far-off places in South America
where many of the tribes remain uncontacted, do not regard western. science
as their science. Whatever their science is, it can be ascertained that it is in
no way inferior to that of globalized peoples' science. Thus, it presents an
alternative notion that goes beyond the boundaries of cold, hard facts of
science and instead projects it in a different light, such as a manifestation of
shared experience forging solidarity over communities.

, Helen Longino
Paul Thagard

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SCIENCE AND RESULTS
For the most part, people who do not understand science are won over
when the discipline is able to produce results. Similar to when Jesus
performed miracles and garnered followers, people are sold over the capacity
of science to do stuff they cannot fully comprehend. In this particular
argument, however, science is not the only discipline which is able to produce
results—religion, luck, and human randomness are some of its
contemporaries in the field. For some communities without access to science,
they can turn to divination and superstition and still get the same results.
Science is not entirely foolproof, such that it is correct 100% of the time.
Weather reports, for one, illustrate fallibility and limitations of their scope, as
well as their inability to predict disasters. The best that can be done during an
upcoming disaster is to reinforce materials to be more calamity proof and
restore the area upon impact. It can be then concluded that science does not
monopolize the claim for definite results.

SCIENCE AS EDUCATION
Aforementioned discussion notes that there is no such thing as a
singular scientific method, offering instead a variety of procedures that
scientists can experiment with to get results and call them science.
Discoveries in physics, specifically in quantum mechanics, appeared to have
debunked the idea of objectivity, subscribing instead to alternative idea called
intersubjectivity. With objectivity gone, it has lost its number one credence.
Nevertheless, there still exists a repressing concept that comes about as a
result of unjustified irreverence of science—our preference of science-inclined
students over those which are less adept. There are distinct portions in
entrance exams in the secondary and tertiary levels that are dedicated to
science and mathematics. In the Philippines, a large distribution of science
high schools can be found all over the country, forging competition for aspiring
students to secure a slot and undergo rigorous science and mathematics
training based on specialized curricula. Although arguable as these schools
also take great consideration in providing holistic education by assuring that
other non-science courses are covered, adeptness in science and
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mathematics are the primary condition to be admitted. This preference is also
reflected on the amount of STEM (Science, Technology, Engineering,
Mathematics)-offering schools accommodating Grades 11 and 12. Among all
the clusters being offered, STEM trumps the remaining clusters in terms of
popularity and distribution, with Accounting and Business coming in as a close
second. One might infer that there is more demand in this field as students
are preconditioned that the field would latter land them high-paying jobs and a
lucrative career after graduation.
How is science perceived by those who graduated from this field? A
couple of years ago, a student entered a class all curious and excited. When
he was made to report on Paul Feyerabend's work How to Defend Society
Against Science one day, he looked dissident, staunchly refusing to consider
the author's ideas on science and critiquing him instead. When asked why, he
reasoned out that he had come from a science high school and was trained to
regard science in a distinct accord. As isolated a case as it may seem, it
somewhat suggests that the aforementioned kind of academic environment
has made students unwelcoming of objections against science. Reminiscent
of Paul Feyerabend's sentiment above, he muses how the educational system
can hone and preserve students' capacity to entertain other options and
decide for themselves the best among all presented. It will thus reinforce their
imagination and allow some level of unorthodoxy, bringing forth novel
discoveries that otherwise would not be considered had they stuck to the
default methodology. Innovations are brought forth by the visionaries, not the
prude legalists, and several notable figures in science even consider
themselves as outsiders.
If one is really in pursuit of human flourishing, it would make sense for
them to pursue it holistically. Simply mastering science and technology would
be inadequate if we are to, say, socialize with people or ruminate on our inner
self. Aristotle's eudemonic person is required to be knowledgeable about
science, among other things of equal importance. They are supposed to
possess intellectual virtues that will enable them to determine truth from
falsehood or good reasoning from poor reasoning. A true eudaemon
recognizes that flourishing requires one to excel in various dimensions, such

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as linguistic, kinetic, artistic, and socio-civic. Thus, he understands that he
should not focus on one aspect alone.

 Human flourishes and finds meaning in the world that he/she builds.
 Human may unconsciously acquire, consume or destroy what the world
has to offer.

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HOW MUCH IS TOO MUCH?
In 2000, world leaders signed the Millennium Development Goals
(MDG) that targets eight concerns, one of which states that they should be
able to forge a global partnership for development. Inasmuch as the institutes
imposing them do so in good faith, the primary goal to achieve growth for all
might prove to be fatal in the long run.
Economists believe that growth is the primary indicator of development,
as both go hand in hand, and has put forth their resources in trying to achieve
such. Technology has been a primary instrument in enabling them to pursue
said goal, utilizing resources, machineries, and labor. What is missing in this
equation is that growth presents an illusory notion of sustainability—the
world's resources can only provide so much, it cannot be expected to stretch
out for everybody's consumption over a long period of time. Moreover, growth
is not infinite—there is no preordained ceiling once the ball starts rolling. If the
MDG convention's intent was to get everyone in the growth ship, that ship will
surely sink before leaving the port. The same analogy applies to the capacity
of nature to accommodate us, which Joseph Hickel contemplated on,
suggesting that developed countries should not push forth more growth but
instead adopt "de-development" policies or else, everybody loses. The rapid
pace of technological growth allows no room for nature to recuperate,
resulting in exploitation and irreversible damages to nature. Right now, we are
experiencing repercussions of said exploits in the hands of man-made climate
change, which would snowball and affect majority of flora and fauna, driving
half of the latter extinct in less than a hundred year fromnow. If this continues
in its currently alarming rate, we might bring about our own extinction.

ASSESSMENT
Activity 1 Part 1

Directions: Select one alternative that best completes the statement or

answers the question. Write only the letter as your answer.

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1. In our model of flourishing, each person is understood to be...?
a. totally powerless to change in any way
b. completely autonomous and independent.
c. deeply embedded in a context formed by society, culture,
environment, and so on
d. or incapable of flourishing.
2. Awareness is an important element to flourishing because it enables us
to...?
a. Notice (without reactivity or judgement) our emotions, biases,
assumptions, and so on.
b. focus intently on something as to block out unpleasant thoughts.
c. have even more thoughts, feeling, and emotions than previously.
d. withdraw the mind inward to our "happy place"

3. Aristotle states that if we ask what the highest good of human action is

a. there is no agreement about the answer.

b. most people agree that it is pleasure.
c. nearly everyone agrees that it is happiness
d. there is no objective answer to this question.

4. Aristotle claims that virtue is

a. necessary and sufficient for a good life.
b. necessary for a good life, but not sufficient for one.
c. sufficient for a good life, but not necessary for one.
d. neither necessary nor sufficient for a good life.

5. The final good is that

a. for the sake of which we seek everything else.
b. which is preferred to everything else.
c. which requires nothing else.
d. all of the above.

6. In our model of flourishing, each person is understood to be...?

66
 a. totally powerless to change in any way
b. completely autonomous and independent
c. deeply embedded in a context formed by society, culture,
environment, and so on
d. or incapable of flourishing.

7. Awareness is an important element to flourishing because it enables us

to...?
a. notice (without reactivity or judgment) our emotions, biases,
assumptions, and so on.
b. focus intently on something as to block out unpleasant thoughts.
c. have even more thoughts, feeling, and emotions than previously.
d. withdraw the mind inward to our "happy place"

Part 11 Think about these questions: Share your answers to the class.
1. Is our reverence of science justified? Explain.
2. Were we successful so far in trying to tie down technology with what
we conceive as human flourishing?
3. What do you think constitutes human flourishing?

ACTIVITY 11
1. Group Presentation
For each group, state a brief history or discovery that brought about the
invention or discovery of the things stated below. State their
contributions in our scientific development.
a. Gravity
b. Telescope
c. Processed food
d. Internet
e. Cell phones
2. Brainstorming

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By group, try to determine the possible alternatives to growth and
development. List down several ways to promote sustainable living and start a
mini-caampaign advocating the method of your choice.

REFERENCES
 Bloor, D. (1981). "The Strengths of the Strong Programme." Philosophy
of the Social Sciences, 11 (2):199.
 Dayrit, F.M. (2011). "Sustainable Development: An Evolving Paradigm
for the 21st Century." Stellar Origins Human Ways. Ed. Ma. Assunta C.
Cuyegkeng. 231-57.
 Ferngren, G. (Ed.). (2000). Encyclopedia of the History of Science and
Religion in the Western Tradition. New York: Garland.
 Feyerabend, P. (1975). "How to Defend Society Against Science."
Radical Philosophy 11 (1):3-9.
 Hempel, C.G. (1966). Philosophy of Natural Science. Englewood Cliffs,
N.J.: Prentice Hall.
 Hickel, J. (2015).11 Forget 'Developing' Rich Countries, Its Time to 'De-
Develop' Rich Countries." Accessed February 10, 2017.
https://www.theguardian.com/global-development-professionals -
network/2015/sep/23/developing-poor-countries-de-develop-rich-
countries-sdgs.

LESSON 2

TECHNOLOGY AS A WAY OF REVEALING

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 The view of technology as a way of revealing would suggest that
technology is inextricably bound up with the way in which we live, our
practices, and our institutions. It would support Neil Postman’s claim that a
technology’s function follows from its form and that new technologies threaten
institution
By entering a relation with reality, reality is 'revealed' in a specific way.
And this is where technology comes in, since technology is the way of
revealing that characterizes our time. Technology embodies a specific way of
revealing the world, a revealing in which humans take power over reality.
Through this, individuals get to experience what it really means to live
because it helps people in more ways than one.

Learning Objectives
1. explain the concept of human condition before science technology
2. identify the change that happened in human condition after science
and technology
3. name ways on how technology aided in revealing the truth about the
human being

CONCEPT OF HUMAN CONDITION

Comparing the lives of the people before and now will make anyone
realize the changes that happened in society not just in terms of culture,
language, or rights but more importantly, changes in people's way of life due
to the existence of science and technology.

The term "generation gap" is attributed mainly to the changes brought

about by technology. Although the original idea is for technology to help
everyone, it cannot be denied that until today, not everyone is comfortable in
using the different kinds of technologies. Mostly those who belong to the older
generation think that these technologies are too complicated to operate. They

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have been used to the simple living in the past and these available
technological devices, though very appealing, are a difficult puzzle to them.

However, this gap is not something to be worried about. This does not
in any way make technology a villain. Instead, it is a challenge for people in
the field of science and technology to make these technological
advancements more accessible and less confusing for people who are not as
young anymore. This is also a challenge for the younger generation to take
the older generation to an exciting journey in science and technology. In this
way, everyone can experience what it is like to live with ease and comfort
because of the availability of modern technology.

Even before, people are already fascinated with science and

technology. This fascination led to numerous magnificent inventions that
people in the present can enjoy and benefit from. Through science and
technology, people get to experience what it really means to live because it
helps people in more ways than one.

People who lived in the past and people who are living in the present
all have different views of what it means to flourish, primarily due to the kind of
environment and the period one is in. People's ways of life and how the

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society works also affect how one construes the concept of human flourishing.
The environment needs to be assessed in order to know the possibility of
human flourishing and to what extent it is possible. Since there have been
drastic changes in people's way of life, it can be inferred that there have been
drastic changes not only in the conception of human flourishing but to
people's actual human condition. These changes were brought about by the
interplay of different factors but essentially, it was brought about by science
and technology.

THE HUMAN CONDITION BEFORE COMMON ERA

Common
Era or Christian Era (CE) is a method used to identify a year. It means "a
year in our time" (rather than a year a very long time ago). ... CE is an
alternative to the AD system used by Christians but the numbers are the
same: this year is 2020 CE or equally AD 2020 (but usually we just say "this
year is 2020").

Our early ancestors' primal need to survive paved way for the invention
of several developments. Gifted with brains more advanced than other
creatures, humans can utilize abundant materials for their own ease and
comfort. As it is difficult to pinpoint the period where technology is said to
have started, one can say that at the very least, the motivation to makethings
easier has been around since humans are. Homo erectus have been using
fire to cook, through chipping one flint over the other to produce a spark, all
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the while without realizing the laws of friction and heat. Tools stone and flints
marked the era of the Stone Age, during the advent of our very own Homo
sapiens, and humans began to sharpen stones as one would a knife; an
example of this is the simple machine called wedge.

This particular period proved to be difficult for our ancestors, but in a

remarkably distinct way. There is little to no written accounts except for
several cave drawings and unearthed artifacts from various parts of the world
that narrate how their culture came to be. It then proves that there is little
capacity for our ancestors to contemplate and perceive things outside
themselves in a more reflective manner. For instance, there are several
excavations in different parts of Europe of miniature statues prevalent during
the Paleolithic period, the so-called "Venus" figure. It depicts a rudimentary
carving of a voluptuous woman out of ivory or stone. The reason behind this is
still unknown to archaeologists and anthropologists alike; they can only infer
that the humans of yesterday have a certain fixation on the female anatomy.
What did this fascination translate to? Lack of conclusive evidence hinders us
from proceeding any further.

Soon enough, people discovered minerals and began forging

metalwork. They realized that these substances are more durable, malleable,
and have more luster than the previous material. On the other hand, there are
some indicators that humans in the past share the same concerns and
interests, suggesting that these inclinations persist through multitudes of
generation over several millennia. Fur clothing and animal skin are primarily
used for comfort against harsh winds—our ancestors are able to draw the
connection between their being naked and vulnerable due to some lack of fur
or protective covering which would otherwise allow them to withstand extreme
weather conditions. They begin to cover themselves up out of necessity, and
gradually, added several more to their garments. Some of those found at
excavation sites are reminiscent of early accessories, suggesting that our
ancestors have been deeply engaged in the concept of beauty. Perhaps, they
had taken a liking to a certain shiny stone, or a perfectly shaped bone, and
wanted to wear it as trophy. What does this tell of them and their
philosophies? Were they perhapsproud to show off their hunt and how good

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of a hunter they were? Were they concerned with social standing and
stratification? How about the meaning of life? Were they also curious on
finding explanations to certain phenomena?

THE HUMAN CONDITION IN THE COMMON ERA

For a long time, humans were content with their relationship with
nature. Earliest case of man-made extinction occurred over 12,000 years ago,
possibly brought upon by hunting and territorial disputes. The Holocene
extinction, also called the sixth extinction or more aptly Anthropocene
extinction, occurred from as early as between 100,000 to 200,000 years up to
the present. It pertains to the ongoing extinction of several species—both flora
and fauna—due to human activity. Driven by their primal need to survive and
gaining the upper hand in terms of development and adaptability, humans
were quick to find ways to drive off other megafaunas threatening a
prospective hunting spot and eventually, settling grounds. Growing population
also necessitated finding additional resources, leading to overhunting and
overfishing common prey, some of which were endemic to the area. Hunting,
coupled with a changing terrain that the humans began cultivating when
agriculture emerged some 9,000 years ago, caused several species to lose
competition in territory and food resources. Formation of communities caused
humans to expand more in territory and more people to feed; large, separate
communities hailing from the same ancestors and residing in the same large
community paved way for civilizations. Even as a community, the people
realized that though they were at most self-sufficient, they were in constant
need of resources. Albeit waging wars with other tribes seemed to be the

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early solution, they were able to find out some 5,000 years ago that engaging
in a peaceful negotiation was also a possible and less bloody method. They
realized that they could get hold of things not present in their towns by offering
something of same value present in theirs. It is in this process that trade
emerged, leading to cross-town and eventually cross-cultural interaction as
more products were exchanged and the initial needs extended to wants.

People then had a new objective—gather as much products as

possible. They have turned to wealth as one of their goals as humans
andultimately as civilizations, for they perceived that those who have many,
live comfortably and thus are generally happier than those who do not have
sufficient wealth. Thus, they began to hunt, farm, initially produce things with
prospect of profit. A nuclear community which is initially self-sufficient has to
accommodate their growing population with depleting resources, leading them
to be reliant to other communities' produce which keeps them surviving. In
return, these communities have to make use of their current resources twice
as much to provide for other communities' needs. Products of every kind were
exchanged, ranging from necessary ones such as crops, cattle, poultry,
others of kind, and clothing materials, up to metals, accessories, weapons,
spices, literature, and entertainment. They were able to find and create niches
for interests. When they could not sell products, they used their skills and got
compensated for it—bringing forth a specialized group of artisans. Humanity
became more complex. The primary goal was not merely to survive, but to live
the good life.

Technology has been instrumental in all of these because in searching

for the good life, people were able to come up with creations that would make
life easier, more comfortable, and more enriching. Although the good life
envisioned before might be pale in comparison to the multifariousness of
today, it offered us the initial intricacies of how today came to be. Such
intricacies are also evident in the machines created and causes endeavored
by the people of long ago. They perceive death as, at the very least,
unpleasant and concocted potions to ward evil off from their kinsmen, often
appealing to their gods for blessings. Medicine was thus born, although it
would take a considerably long time before it part ways with potion. They

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became fixated with gold and were adamant in procuring more, trying to use
incantations with mixtures of substances to turn lead into one. This ultimately
paved way for the emergence of chemistry in its primitive form, not quite
distinct from alchemy. Due to differing races, belief, or abundance of
resources and/or territory, wars were always being waged, leading
communities to allocate resources to the militia. Initially, the early leaders
were those who portrayed exceptional strength among their group—this
condition carried on for generations. Physical strength was valued at most,
although there appeared to be as many intellectually gifted figures just the
same. These innovators were primarily the ones behind discoveries and
triumphs of these civilizations.

Position-wise, the humans of today are much better off compared to

humans several centuries ago. Advancements in medicine, technology,
health, and education ushered in humanity's best yet, and show no sign of
stopping.

Below are some of the notable comparisons then and now:

1. Mortality Rate. Due to technology, lesser women and children die

during birth, assuring robust population and strong workforce. Medical
care for premature infants allows them to survive and develop
normally, while proper maternal care ensures that mothers can fully
recover and remain empowered.
2. Average Lifespan. Aside from the reason that people engage less in
combat and are less likely to die in treatable diseases now as opposed
to then, science is able to prolong lives by enhancing living status and

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 discovering different remedies to most diseases. Distribution of
medicines is also made easier and faster.
3. Literacy Rate. Access to education provided to more individuals
generally creates a more informed public that could determine a more
just society.
4. Gross Domestic Product (GDP). Although not an indicator of an
average person's lifestyle in a certain country, it is often used to
determine the value of the country's goods and services produced
within the territory given a certain time period. Higher country income is
brought upon by high productivity, often an indicator of presence of
technology.

THE ESSENCE OF TECHNOLOGY

Humanity has indeed come a long way from our primitive ways, and as
a general rule, it is said that we are more "developed" than we were before.
Above data are few indicators of the route that we have come to take as
species, and there are no signs of stopping. Modern humans are reliant on
technology in their search for the good life. We see ways and means from
nature to utilize and achieve growth—a goal that we believe would bring forth
betterment.

In retrospect, this view of technology proves to be goal oriented. It

assumes that it is instrumental in achieving a goal in mind, that it is a

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purposeful, deliberate craft humans steer in order to reach some greater
good. In the advent of postmodernism, however, the deterministic view

appended to technology crumbled as people began to question if anything is

deterministic at all.

Apart from its purpose, what is technology? Was the history of

technology brought purposeful choices for man in his search for the ultimate
good? Some tried to redefine technology away from its purpose. One
philosopher by the name of Martin Heidegger argued that its essence, or
purpose, and being are different from each other. He was able to expound on
this point upon identifying that technology can either be perceived as first, a
means to achieve man's end and second, that which constitutes human
activity. The second perspective paints technology in such a way that each
period reveals a particular character regarding man's being. A characteristic
design, or flaw, unfolds based on the
repercussions brought upon by immersing
ourselves with a piece of new technology. In
effect, through technology, a myriad of new
questions begins to mount. Rather than
thinking that humans have a clear idea of what to expect in a good life, it can
be stated that technology allows humans to confront the unknown and see
how they would react.

This is not a good thing altogether though, for technological revelation

is but one of the many ways to perceive the world. However, as long as
humans are invested in growth and development, we cannot distance
ourselves from this perspective. In the name of growth, we view the world as
a field of resources, vent on attributing monetary value on seemingly priceless
entities. We begin to categorize nature as renewable and nonrenewable
instead of seeing it as it is. Humans are reduced into the amount of
productivity they are able to render during their lifetime, and our current
mindset is geared toward which would utilize our own skills. ills. A good life is
one which is practical in essence; a life which makes use of our labor and

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which we one gets compensated fairly upon. It is no wonder that the sciences
are of the most sought-after courses, for the opportunities are plenty and
theresources are bountiful. Since humans appear not to really know what they
are seeking for, the search continues. It is a looming fear, however, that the
path we are treading will not take us to the right direction, leading us in
endless circles instead in our pursuit of the good life. This is the danger
presented by too much reliance on technology. Humans lose track of things
that matter, reducing their surroundings to their economic value. As this
presents strong backing by the sciences whose reverence is also brought
upon by our deluded enchantment with technology, it will prove to be a
herculean task to distance ourselves from this perspective and consider
alternatives. After all, it was science and technology that gave us
explanations, which worked for us and benefited us. Rejecting a working,
tried-and-tested process seems foolish, more .so, knowing that there are no
options of equal value. It will be absurd to venture the dark and the unknown,
but it should be done in order for us to retrace our steps to be able to achieve
the Good.

BACKTRACKING THE HUMAN CONDITION

Technology's initial promises proved to be true, regardless of its

ramifications. All in all the human condition improved, only if by improving we
measure the level of comfort, various scientific breakthroughs, and improved
lifestyles of those who had the luxury to afford to do so. Different machineries
aid in prolonging lives—assisting those with disabilities, honing efficiency in
industrial workplaces, and even exploring the universe for places we can
thrive once all the Earth's resources are depleted. As to the initial aims, it

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appears that things really did not much differ. Some places in the world are
still battling for their daily survival—diseases, tribe wars, lack of habitable
territories, and competitions on resources are several factors contributing to
such. People still wage wars on the basis of races, belief, and abundance of
resources and/or territory; except that now, they are able to inflict such in a
global scale. A lot of people still subscribe to religion in explaining things that
they do not know. For those who have ceased to do so, they have turned their
worships to reverence of science. Whether science or religion, these people
are still bent on trying to make sense of the events happening in the world on
the basis of either of thesetwo paradigms. They are still trying to discover and
rediscover things that would give meaning to their lives—whether it be honor,
strength, or merit. People are still trying to make sense of their existence in
the world, and technology does little to
aid them in their pursuit of life's meaning.
It seems that the human condition,
although more sophisticated, is nothing
but a rehashed version of its former self.
Nothing much has changed since then, and it appears that nothing will
change in the times to come if we fill to shift our view elsewhere. While it is
true that technology offered us one compelling notion of the truth and the
good, we should be staunch in our resolve if we want to know the real one.
For starters, we might) begin with considering other concepts, which
corresponds to the Good, such as Aristotle's conception of human flourishing.
His notion entertains the idea of holistic enrichment of a person situated in his
society. A notable distinction on Aristotle's idea is his subscription on
evaluative concepts called virtues and their role in achieving the good life.
Technological advancements are seemingly occurring in a rapid pace that our
morality cannot quite keep up; no such consideration was given in this
approach in achieving the good life..

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THEN AND NOW: HOW TECHNOLOGY HAS CHANGED OUR LIVES

As time moves forward, everything around us changes. We have become a

generation almost entirely dependent on technology, and it goes without
saying that things were done very differently decades ago than they are now.
But as much as some people like to say our reliance on technology hinders
us, we can’t deny that it’s made life a lot simpler!

Here are a few things technology has made so much easier for us!

Communication

Then: Snail mail was a primary source of communication then, as opposed to

today, where it is the primary source of junk mail. I remember having pen

pals in elementary school and

being incredibly excited about
writing letters and buying stamps.
While there’s something very
romantic about the idea of snail
mail, it’s called snail mail for a reason—it’s slow and ultimately, inconvenient.

Image courtesy of http://socialpublishinghouse.com

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Now: Today, we use literally anything else but snail mail to communicate with
each other. Whether its email, text, video chat, fax or instant messaging, we
have an arsenal of technologies that allow us to contact each other without
having to find a mailbox. Technology has successfully shortened
communication from several days to mere minutes.

Transportation

Image courtesy of http://oregonlive.com

Then: There’s nothing more inconvenient than horse buggies, ships and
those little covered wagons you used to drive on that dreadful Oregon Trail
game. Forget about the ridiculous amount of time it takes to get everywhere,
talk about uncomfortable! People regularly died trying to get from point A to
point B. Now that’s inconvenient.

Image courtesy of http://topspeed.com

Now: Our modes of transportation today are the definition of glamorous. From
the first-class plane rides to the flashy sports cars, everything today is about

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speed, safety and comfort. Even if all we can afford is a plane ride in coach or
a ride in a 90s Honda, it still beats taking months to go a few states over.

Entertainment

Image courtesy of http://luminarium.org

Then: Plays are definitely still a great source of entertainment today, but its
medieval counterpart isn’t all too great. Even if special effects were a little
better, let’s remember
that women were played by
men because the stage was “no
place for a female.” Let’s leave
the outdated ideals in the past,
shall we?

Now: Thank goodness for the

movie theaters, cable television, Netflix, video games and phone apps! Not
only are things a little more fun than they were back then, we’re also starting
to get more diverse media representation whether it’s gender, race, religion or
sexual orientation. Now that’s what I call progress.

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Sure, technology sometimes makes us complacent (especially as college
students; we’re too eager to procrastinate with some Orange Is the New
Black on Netflix). But without the awesome progression of technology, we’d
still be using outhouses and screaming out our windows to talk to our friends.
Our dependency on technology isn’t such a bad thing.

ASSESSMENT

Activity 1 Oral participation

Diirections: Think about these questions and share your thoughts about
them.
1. What else do you think technology has made easier for you?
2. What would have happened to humankind iif technology did ot exist?
3. Do you agree with the idea that technology should only be seen as
one of the approaches in perceiving truth?

Activity 11
Role playing. The class will be divided into 6 groups.
Try to imagine the world without technology. How do you think your day-to-
day life would be like? Do this by illustrating a scenario where a certain
technological innovation does not exist. Below are examples you could use:
a. watch
b. phone
c. light bulbs
d. cars
e .printing press
f. electricity

REFERENCES

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  De Vries, M.J. (2005). Teaching About Technology: An Introduction to
the Philosophy of Technology for Non-Philosophers. Switzerland:
Springer.
 Edgar, S. (n.d.). Technology as a way of revealing. Retrieved on
September 20, 2020 from
https://blogs.ubc.ca/etec540sept09/2009/09/24/technology-as-a-way-
of-revealing/
 Guevarra, P. (2014). Technology Has Changed Our Lives. Retrieved
on September 20, 2020 from http://asi.cpp.edu/campuscrop/?p=13151
 Heidegger, M. (1977). The Question Concerning Technology, and
Other Essays. New York: Harper & Row.
 Serafica,J and Pawilen,G et al. Science, Technology and Society (First
Eition). Rex Publishing Compay,2018

LESSON 3
THE GOOD LIFE

In Ancient Greece, long before the word "science" has been coined,
the need to understand the world and reality was bound with the need to
understand the self and the good life. For Plato, the task of understanding the
things in the world runs parallel with the job of truly getting into what will make
the soul flourish. To understand reality and the external world, man must seek
to understand himself, too. It was Aristotle who gave a definitive distinction
between the theoretical and practical sciences. Among the theoretical
disciplines, Aristotle included logic, biology, physics, and metaphysics, among
others. Among the practical ones, Aristotle counted ethics and politics.
Whereas _"truth" is the aim of the theoretical sciences, the "good" is the end
goal of the practical ones. Every attempt to know is connected in some way in
an attempt to find the "good" or as said in the previous lesson, the attainment

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of human flourishing. Rightly so, one must find the truth about what the good
is before one can even try to locate that which is good.
In the previous lesson, we have seen how a misplaced an erroneous
idea of human flourishing can turn tables for all of us, make the sciences work
against us rather than for us, and draw a chasm between the search for truth
and for the good. In this lesson, we endeavor to go back a little and answer
these questions: What does it really mean to live a good life? What qualifies
as a good existence? Granting this understanding, we are assumed to be in a
better position to reconcile our deepest existential needs as human beings
and science as tool to maneuver around the world.

Learning Objectives
At the end of this lesson, the student should be able to :
 examine what is meant by a good life
 identify how humans attempt to attain what is deemed to be a
good life
 recognize possibilities available to human being to attain the
good lie

CONCEPT OF GOOD LIFE IN THE PHILOSOPHY OF ARISTOTLE

Good life is a moral concept. So it is not possible to describe it without

the analysis of Ethical theory. Aristotle’s concept of good life can be found in
the thorough study of his ethical theory described in Nicomachean Ethics
which is teleological in nature. There he considered the nature of desire to
achieve happiness, described the operation of human volition and moral
deliberation, developed a theory of each virtue as the mean between vicious
extremes, discussed the value of three kinds of friendship and defended his
conception ofan ideal life of intellectual pursuit. In his ethics, Aristotle seeks to
define the guidelines for human beings to achieve happiness as a community.
Aristotle declares that all human life consists of activity. He further claims that
human beings engage in these activities to arrive at some end and this end to
be good because otherwise we would not partake in the endeavor. Ethics, for
Aristotle means the cultivation of habit of the soul, it is a disposition towards
the passions that is conducive to virtuous action. Ethics is not the same as

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morality or right conduct. In ethical theory Aristotle discusses the condition
under which moral responsibility may be as ascribed to individual agents, the
nature of virtues and vices involved in moral evaluation, and the method of
achieving happiness in human life. The central issue for Aristotle is the 46
question of character or personality — ‘what does it take for an individual
human being to be a good person’? He applies his idea of moderation, the
golden mean in an attempt to discover the constituents of good life and the
good man.

Aristotle’s god life involves a comprehensive treatment of the question

“how should we live?” This question reflects the primacy of character, traits of
individuals in Aristotle’s virtue ethics. His virtue ethics is mainly based on the
rational account of a good human life and identifies good human life with
virtuous life and virtue is conceived as human excellence. The good life
therefore is the life of excellence. For Aristotle, the attainment of good life is
the main purpose of human existence.

Puzzling Problems:
1. People want to be healthy, but many consume junk food.
2. People want to be happy, but many do things that make themselves
miserable.
3. Most things that taste good are probably bad for you.
4. Most things that give you thrill are probably bad for you too.

WHAT IS A GOOD LIFE?

 People have different ideas of what constitutes the good life.
 Wrong pursuits may lead to tragic consequences.
 Correct pursuits may lead to flourishing.
 Therefore, be careful what you dream for.

WHAT IS MEANT BY GOOD LIFE?

 tying in comfort and luxury with few problems or worries.
 characterized by happiness from living and doing well.

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  content.

WHAT IS EUDEMONIA?
 came from the Greek word ell meaning
"good" and daimon meaning "spirit".
 refers to the good life marked by happiness
and excellence.
 flourishing life filled with meaningful
endeavors that empower the human person
to be the best version of himself/herself.

THE VIRTUES
 Intellectual virtue
o theoretical wisdom (thinking and truth)
o practical wisdom understanding.
o experience and time are necessary requirements for the
development of intellectual virtue

 Moral virtue
o controlled by practical wisdom (ability to make right judgment)
o owed its development to how one nurtured it as habit
o can be learned

HAPPINESS TO ARISTOTLE
 one of the greatest thinkers in the history of
western science and philosophy, making
contributions to logic, metaphysics.
mathematics, physics. biology, botany.
ethics, politics, agriculture, medicine, dance
and theatre.
 first to classify areas of human knowledge into distinct disciplines such
as mathematics, biology, and ethics.

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  founder of the Lyceum, the first scientific institute, based in Athens,
Greece.
 one of the strongest advocates of a liberal arts education, which
stresses the education of the whole person, including one's moral
character, rather than merely learning a set of skills.
 “Happiness depends on ourselves.”
 Central purpose of human life and a goal in itself.
 Depends on the cultivation of virtue.
 A genuinely happy life required the fulfillment of a broad range of
conditions, including physical as well as mental well-being.
 His moral theory is teleological.
 Aristotle’s virtue ethics.
 Practice wisdom: the proper end to our actions and the proper means
to our end,
 Four cardinal virtues: prudence, justice, fortitude, and temperance.

HAPPINESS TO CONFUCIUS
Confucius and Happiness
 Lived in a tumultuous period of war and conflict.
 Equates the good life with social harmony. The need to fit in an ordered
society. Five cardinal virtues:
o benevolence,
o righteousness,
o propriety,
o wisdom, and
o faithfulness or loyalty.
 Inner cultivation of virtues leads to world peace
THE HAPPINESS PURSUIT
 Everybody wants more happiness and success.
 It’s good to know how to optimize happiness and success.
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  There are many happiness coaches and self-help books on the market.

RISK FACTORS
There are risk factors when:
 The happiness pursuit becomes one’s ultimate purpose in life.
 The happiness pursuit is not guided by a philosophy of life informed by
general principles of meaning, spirituality and virtue (e.g., the Golden
Rule).

THE GOLDEN RULE

 Confucius: What you do not want done to yourself, do not do unto
others.
 Aristotle: We should behave to others as we wish others to behave to
us.
 Buddhism: Hurt not others with that which pains thyself.
 Christianity: Do unto others as you would have them do unto you.

THE AMERICAN NIGHTMARE: The pursuit of the good life has ended in
misery and self-destruction for many people.

WHAT IS THE COMMON CAUSE?

 They make personal happiness and success their ultimate end of life
without a moral compass and without the desire to pursue inner
goodness.

THE GOOD LIFE IS A VIRTUOUS LIFE

 A meaningful, authentic good life is based on inner goodness.
 “The end of life is eudaimonia.”—Aristotle
 Eudaimonia means well-being, virtue and human flourishing.
 To live the good life is to become what we ought to be as human
beings—moral agents who strive for moral excellence

A SHIFT IN THE NARRATIVE OF THE GOOD LIFE

 A shift from virtue and ethics to personal happiness and success.
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  An increase in personal freedom and gross domestic product (GDP).
 Money does not always buy happiness.

SCIENCE AND TECHNOLOGY AND GOOD LIFE

 S&T is also the movement towards good life
 S &T are one of the highest expressions of human faculties.
 S &T allow us to thrive and flourish if we desire it.
 S &T may corrupt a person
 S &T with virtue can help an individual to be out of danger.

WHY IS IT THAT EVERYONE IS IN PURSUIT OF THE GOOD LIFE?

"Life is good! It is only our thoughts, choices and actions towards the
situations we meet in life each moment of time that makes life look bad! The
same bad situation in life that makes one person think badly inspires another
to do a noble thing! The same good situation in life that makes one person
feel so good to get into a bad situation inspires another person to create
another good situation because of the good situation. It is all about thoughts,
choices and actions! Life is good! Live it well!" - Ernest Agyemang Yeboah

“One must find the truth about what the good is before one can even by to
locate that which is good.” – Unknown

“If you want good things to happen in your life you have to believe good things
are possible for yourself. Quit allowing negative and cynical thinking to get in
the way of the good life you deserve.” - Bryant Mcgill

ASSESSMENT
ACTIVITY 1 Questions for reflection:
1. In your own opinion, what constitutes a good life?
2. What does Aristotle say about the good life? Does it still stand in the
contemporary world?
3. How is the progress in science and technology a movement towards
the good life?
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 4. Does technology always lead us to the good life? How and why?

ACTIVITY 11
Good life Collage. Cut out pictures in magazines or newspapers that
demonstrate how technology has made the man’s desire for a happy life more
desirable. You may also opt to print out pictures from websites and other
sources. Explain how these technological advancements have made the
campaign for the attainment of good life easier or otherwise. Present it in
class.

Activity 111 Video Presentation (Link: https://youtu.be/8KkKuTCFvzI )

TIME: 90 minutes approx
MATERIALS: youtube video projected in class
GROUPING: pairs, small groups and whole class
a) Pre-watching (15 minutes)
Students in small groups will answer the questions. It is expected that
answers or feedbacks may vary according to life experiences.
1. What keeps us healthy and happy trough life?
2. If you were going to invest in your future self, where would you put your
time and your energy?
3. What are your most important goals in life?
b. Watch until the end.
Discuss these questions in groups:
1. What is the lesson they learnt? Give as many details as possible
2. Do you agree with this lesson?
3. What’s the effect of long-lasting and close relationships in our
lives?
4. , what can you do to achieve a better life? Design a plan.

REFERENCES
 Birgit Ohlin, MA, BBA. (2020). What Is the "Good Life?" How Positive
Psychology Can Create Meaning. Retrieved September 20, 2020 from
https://positivepsychology.com/good-life/
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  Quora, Inc. (2020). How does Aristotle argue for his position on a
meaningful (or good) life? Retrieved on September 20, 2020 from
https://www.quora.com/How-does-Aristotle-argue-for-his-position-on-a-
meaningful-or-good-life
 Science and Technology and Good Life. (n.d.). Retrieved on
September 20, 2020 from
https://image.slidesharecdn.com/thegoodlifefinalcopy-
190909122426/95/the-good-life-13-638.jpg?cb=1568032203
 Serafica,J and Pawilen,G et al. Science, Technology and Society (First
Eition). Rex Publishing Compay,2018

LESSON 4

WHEN TECHNOLOGY AND HUMANITY CROSS

The ever-growing society has made people see technology as some

form of necessity. Tracing back its origins, the word "technology" came from
the Greek words techne and logos which mean art and word, respectively.
Taking the two words together, technology means a discourse on arts
(Buchanan, 2010). It first appeared in the seventeenth century where the

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concept was only used to talk about the arts, specifically applied arts.
However, as technology progressed, the concept also started to have a wider
range of meaning where art is no longer the only topic included. Concepts like
machine and tools were also attached to the word "technology" which is the
more popular sense of the concept nowadays.

The roles played by technology these days are very crucial not only to
a few but also to everyone. In one way or another, each person in the society
is directly or indirectly affected by technology whether he wills it or not. In fact,
most people survive their everyday lives with great reliance to the different
technological advancements already available to the masses. While there
may be some who would claim that their lives are not greatly affected by
technology, the fact cannot be denied that technology is already an inevitable
part of the society.

In this lesson, several technological; devices will be properly

introduced, the roles they play in society and their effects, particularly to the
lives of the people will be identified, and the problems they face will also be
examined thoroughly.

Learning Objectives

At the end of this lesson, the students should be able to:

1. know the different technological advancements in society;

2. discuss the development of science and technology in the Philippines;
3. discuss the effects of the interplay between technology and humanity
through the dilemma(s) they face.

TELEVISION SETS, MOBILE PHONES, COMPUTERS, AND HUMANITY

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 A number of technological devices can be easily found inside the
home, the most accessible place to anyone. Having said that, it can also be
easily inferred that these technological devices are some of the most popular
and most commonly used types of devices across all age groups. Almost all
households, if not all, own these types of devices. To be more specific, these
"celebrities" in the field of technology are television sets, mobile phones, and
computers. People all over the world use these technologies every day to
accomplish different purposes. .

Television plays a great role in the lives of the people, or in this case,
the Filipinos. Television was a product of different experiments by various
people. Paul Gottlieb Nipkow, a German student, in the late 1800s was
successful in his attempt to send images through wires with the aid of a
rotating metal disk. This invention was then called the "electric telescope" that
had 18 lines of resolution. After some time, in 1907, two, inventors, Alan
Archibald Campbell-Swinton who was an English scientist and Boris Rosing
who was a Russian scientist, created a new system of television by using the
cathode ray tube in addition to the mechanical scanner system. This success
story gave rise to two types of television systems, namely, mechanical and
electronic television (Jezek, n.d.). These experiments inspired other scientists
to improve the previous inventions, which led to the modern television people
now have. However, it is important to remember that several scientists and
several experiments were performed first before finally achieving the modern
television at present.

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95
 Filipinos love to use their mobile phones anywhere, anytime. They use
it for different purposes other than for communication. More than half of the
Filipino- population own at least one mobile phone regardless of type. In
2010, global research agency Synovate conducted a survey and declared 67
percent product ownership in the country. In fact, it was also claimed that
mobile phones are considered a must-have among young Filipinos (ABS-CBN
News, 2010). To prove that Filipinos really love to use their mobile phones,
the Ipsos Media Atlas Philippines Nationwide Urban 2011 – 2012 survey
results showed that one in every three Filipinos cannot live without a mobile
phone. In other words, 30 percent of the Philippine urban population
nationwide said that mobile phones are necessities in life (Roa, 2012).
Philippine streets are full of people using their mobile phones. Not only this,
there are some Filipinos who even own more than one phone.

Lastly, computers and laptops have also become part of many of the
Filipino households. There are some Filipino families who own more computer
or laptop. However, the number of computers or laptops sold per year may
not be as high as the number of mobile phones and television sets. This is
because of the relatively higher cost of computers and laptops. While it is true
that almost all Filipino families own at least one television set and a mobile
phone, it is not possible for all Filipino families to own at least one computer or
laptop. In fact, most of the profits gained by computer and laptop
manufacturers come from offices, businesses, or schools where such devices
have become part of their necessities.

Just like television sets and mobile phones, computers and laptops
also have a long background history of trial and error. It was Charles
Babbage, a nineteenth-century English Mathematics professor, who designed
the Analytical Engine which was used as the basic framework of the
computers even until the present time. In general, computers can be classified
into three generations. Each generation of the computer was used for a
certain period of time and each gave people a new and improved version of
the previous one.

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 A typical household owns at least four of the following devices: a
mobile phone (89%), smartphone (53%), tablet (14%), desktop (39%), laptop
or netbooks (37%), and smart TV (4%) (Philstar, 2013). These data prove the
deep-seated fascination of Filipinos to different technological devices.

Here are some facts about Filipinos and their use of gadgets and the
Internet.

 Mobile phone subscription is at 119 million.

 Filipinos spend approximately 3.2 hours on mobile and 5.2
hours on desktop daily.
 Currently, the Philippines has one of the highest digital
populations in the world.
 There are now 47 million active Facebook accounts in the
Philippines.
 The Philippines is the fastest-growing application market in
Southeast Asia.

ROLES PLAYED BY THESE TECHNOLOGICAL ADVANCEMENTS

Television sets, mobile phones, and computers or laptops all have

different functions and roles played in the lives of the people, although some
may be a little similar. These roles have become so essential that people,
more specifically Filipinos, developed a strong inclination toward technology
and its products.

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 For instance, television is mainly used as a platform for advertisements
and information dissemination. In fact, television remains to be the most used
avenue by different advertising companies not only in the Philippines but also
all over the world. Various advertising companies trust that television is still
one of the most used technological devices up until today. However, it is
important to note that these are just some of the roles played by television.
Aside from the ones mentioned above, it also serves as a recreational activity
and good stress reliever to most families, specifically to Filipino families.
Television also is a good platform for different propagandas and advocacies.
Lastly, it can also be a good way to bond with one's family members.

Mobile phones, on the other hand, also have their own roles in the lives
of the people. They are primarily used for communication. Mobile phones offer
services like texting and calling. In the past, these were the only functions of
the mobile phone but as technology progressed, there have been many
additional features included on mobile phones. For example, in the present,
people use their mobile phones to surf the Internet and to take pictures more
than to text or to call people. This is the reason why more and more people all
over the world prefer to buy smartphones over the old models where such
features are not available. Other applications include music player, calendar,
radio, television, and photo editor, among others.

ETHICAL DILEMMA FACED BY THESE TECHNOLOGICAL

ADVANCEMENTS

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 While it is true that these technological devices are useful and
beneficial, the fact remains that there are several dilemmas faced by these
"necessities." First, most parents would argue that these devices make their
children lazy and unhealthy. This is because people who are fixated on these
technological advancements start and end their day by using such devices.
They have a great tendency to sit and chill all day long without doing anything
productive in their homes, thus making them unhealthy because they do not
just skip meals sometimes but also lack exercise or any bodily movements.
Here, it can be inferred that these types of people are already overly
dependent on these technological devices. For example, those who love to
watch television shows stay in front of the television for more than six hours a
day while those who love to surf the Internet or play computer games stay on
their laptops, computers, or mobile phones for more than half a day. These
people have the tendency to be unaware of the time because they are so
engrossed with the use of technological device. In fact, if they get disturbed,
there is a great chance that they will get mad or annoyed. Moreover, these
are the same people who are more likely to experience alienation because
they no longer take time to get out of their houses and mingle with other
people.

Another dilemma faced by these technological devices is the moral

dilemma. People, especially the children who are not capable yet o are freely
rationally deciding for themselves what is right or wrong, y exposed to
different things on television, mobiles phones, laptops, or computers. Because
of the availability and easy access to the Internet, they can just easily search
the web and go to different websites without restrictions. This allows them to
see, read, or hear things which are not suitable for their very young age. This
makes them very vulnerable to character change and can greatly affect the
way they view the world and the things around them.

On the first dilemma, it is really concerning to know that there are

people who develop different kinds of sickness because of too much use of
technological devices. Not only this, it also causes them to become reclusive,

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alienating themselves from other people. Although some would argue that
technology brings people together, it can also be argued that this is not
always the case in the real world because it may bring them virtually closer
but not physically or personally. In fact, there are people who are friends, for
example, only on social media but not in real life. This just shows that there
are things that technology claims to do but in reality, does not. It is for these
reasons why there are people who call for the establishment of ethics of
technology. This subcategory of ethics will in one way or another guide people
on how technology ought to be used in order to prevent abuse and other
unfortunate results.

Digging deeper, it can be said that these reasons make such devices
somewhat unethical because they bring undesirable consequences to people.
However, it can also be argued that it is not the fault of the technological
devices but the agents using them or the ones making them. The classic
deontological and teleological approaches to ethics are already too old to be
applied in such cases. This is because technology i has become very
complicated and dynamic over time. Having said this, it is true that there are
problems that can no longer be addressed by using these theories only.
Therefore, the ethics of responsibility is an appropriate theory that can be
used in these dilemmas. The word "responsibility" in the sense of being
accountable for and accountable to is very appropriate to the ethics of.
technology because it makes each person in the scientific-technological
development a proxy with reference to one another. In other words, each
person must indicate the priorities, values, norms, and principles that
constitute the grounds for one's actions and define one's contribution to the
scientific technological event. The ethics of responsibility focuses on the
positive rather than the negative. Instead of asking "What ought not to be
allowed?" ask "What ought to be allowed?" To put it in another way, people
who are part of the scientific development ought to let the public know the
good in their respective
technological contribution/s. In
this way, the people will have an

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idea how the devices ought to be used in order to maximize their positive
results.

However, it is also important for the people in the scientific world to

inform the masses of the dangers of their contribution/s to the world of
technology. In this way, the people will be sufficiently aware of

what to do and what not to do. In addition to this, the agents using the
devices should also be accountable to and accountable for their use of their
gadgets.

HUMANS VS ROBOTS: PROGRESS OR END OF HUMANITY?

Almost every day, people of influence claim that machines will soon threaten the
existence of humanity. According to Stephen Hawking, a well-known cosmologist,
"The development of full artificial intelligence could spell the end of the human
race," and Elon Musk, a renowned inventor and investor, insists, "I think human
extinction will probably occur, and technology will likely play a part in this."

Several questions come to mind, the biggest one being: Will hostile artificial
intelligence (AI) destroy humanity? However, it is more practical to focus on
questions and answers that demonstrate the effect robotics have on our current
lives.

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In order to understand these questions and their possible answers without
attaching scientific labels to the stages of industrial and technological development,
I would like to offer a simple way of looking at things. There have essentially been
three stages of development up to now. The first, putting machines - trucks, ships,
winches - to work; the second, making these machines automatic, as seen in the
industrial production and autopilot in planes, by designing them to follow pre-
calculated and stored patterns; the third, programming these automatic machines
to learn and store new patterns. Through the observatory process in stage three,
robots and machines would be able to cope with unknown or unexpected
situations, such as offering better service for unpredictable consumer behavior or
navigating tricky traffic.

Sophia, a robot which is inspired by Audrey Hepburn's features, was the first robot
to receive citizenship.

Stage 1 machinery led to unemployment for a significant number of workers, no

question about it. However, these jobs were often either too strenuous, impossible
or sometimes deadly for humans. Consider logging, transporting heavy items or
mining. We should be grateful that these jobs are now primarily done by machines
since these jobs often proved more dangerous than productive when performed by
people.

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However, many more have also lost jobs thanks to stage 2 machines, a robotic
trend with no end in sight. The automatization of office-related tasks, food
production and services along with robotic assembly lines are some examples.
Studies have shown that more than half of all jobs have either already been lost or
will be lost to robots within the next 15 years.

ROBOTS HAVE ALREADY DEFEATED US

The value of human labor is decreasing because the cost of automatic machines is
decreasing. This not only affects those who have lost their jobs to machines, but
also those who are still working and getting paid less than their grandparents did in
the 1950s and 1960s.

So, should we worry that stage 3 machines, robots with intelligence, could deal an
even deadlier blow to our well-being? Interestingly, neither Hawking nor Musk has
yet to even bring up the topic. From their comfortable seats - since neither of them
will lose their jobs to an automaton - they talk about a future in which intelligent
robots will find humans completely unnecessary, leading them to dispose of us all.

The significant difference between stages 2 and three robotics is the machines'
learning capabilities. If we could understand how that works, we could perhaps
fathom what the real, or imagined, future may bring.

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Due to the pre-calculated and stored patterns in their memories, stage 2 robots
repeatedly perform the same action. For example, the automated machines peel
and cut the carrots exactly the same way, every time. If you give the machine a
smaller or larger carrot, it will be wasted.

On the other hand, stage 3 machines will first have to learn how to cut different
carrots during the learning phase. Some of these learning experiments are
performed in a simulated environment where no actual carrot is used. Each carrot-
cutting experiment is observed, and a score is assigned to its success level. The
algorithmic foundations of machine learning have found that thousands of carrot-
cutting experiments would finally configure the computational engine and create a
pretty accurate carrot-cutting robot. However, the learning does not stop here, as
the robot continues to do its work in the field, it continues to learn.

Acting according to the learned patterns creates a strict form of intelligence. The
computer industry has rushed to define it as the intelligence, often implying it is
equal to or even better than human intelligence. Certain examples have been
exaggerated, for example, a chess program running on a supercomputer named
Deep Blue defeated Garry Kasparov. There is too much commercialism here, and
the essence is lost in the dust. There is absolutely no doubt that learning machines
will make a big difference. For example, it will make safe self-driving cars a reality.
This technology will soon be applied to flying machines too, starting with small
delivery drones.

We, as the theoreticians, have not yet fully understood the capabilities of machines
that can learn. Though this is perfectly clear: A machine that has learned, stored
and used patterns to make decisions is just another form of a programmed
machine. We have absolutely no clue how a machine can act independently, either
to start learning a completely new set of patterns on its own or choosing to jump in
the pattern space from one corner to another. The learning process, on the other
hand, may be highly detrimental to the health of the machine. The machine may
breakdown several times before it can be an effective enemy to humans.

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A set of AI robots taking over humanity is far-fetched. Evolution provided a
spectacular opportunity for biological creatures, but this took an extraordinarily long
time, several billion years and several extinctions.

However, AI robots are already taking

our jobs, particularly those requiring

simple cognitive and mechanical skills. This trend continues because engineers
know how to make them, and because the captains of the industry worship
efficiency and profit.

ASSESSMENT

Activity 1

Think about these questions: Share your thoughts to the class for reflection.

1. Do people really need technology in their lives? Is it really a necessity?

2. How do you reconcile the 'need' for technology and the dilemma/s it
faces?
3. Should there be an ethics of technology?

Activity 11

Group Skit. Form groups with equal number of members depending on the
class size. Each group should choose a unique topic and its perceived effects
and the dilemma it entails. Show your stand on a technological dilemma
through a skit. Do not forget to show the role or roles played by the
technological advancement in the lives of the people.

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Suggested topics:

a. Robots that are capable of having emotions

b. Google and stupidity
c. Filipinos’ addiction to different technologies
d. Waze application

REFERENCES

 ABS-CBN News. (2010). "Young Pinoys Inseparable From Cellphones:

Survey." Accessed February 3, 2017. http://news.
abs-cbn.com/lifestyle/08/12/10/young-pinoys-inseparable-cellphones-
survev.
 Buchanan, R. A. (2010). "History of Technology." Accessed February
3, 2017• https://www.britannica.com/technology/history-of-technology.
 Evans, D. (2007). "The Ethical Dilemmas of Robotics." Accessed
February 6, 2017. http://news.bbc.co.uk/2/hi/ technology/6432307.stm.
 Goodwin, R. (2016). "The History of Mobile Phones from 1973-2008:
The Handsets that Made it ALL Happen." Accessed February 3, 2017
from http://www.knowyoumiobile.com/nokia/ nokia-3310/19848/history-
mobile-phones- 1973-2008-handsets-made-it-all-happen.
 Mock, M. (2006). Service-Robots as Daily Helpers. Retrieve don
September 20, 2020 from
http://www.roboethics.org/atelier2006/docs/mock%20service-
robots.pdf?lid=20.
 Noda, T. (2012). TV household in Phl now at 15.1 million. retrieved on
September 20, 2020 from
https://www.philstar.com/2012/06/15/817357/tv-households-phl-now-
151-million

SUMMARY

Human flourishing is defined as being "good spirited" in the classical

Aristotelian notion. Humans generally have a notion on what it means to
flourish; albeit in the advent of science and technology, they chose to hinge

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their ends alongside the latter's results. While it is true that science equips its
knowers some details about the world, its main claim to objectivity and
systematic methodology is at the very least flawed. However, that does not
stop institutions to favor those who excel in said discipline. Finally, the
economic perception of enrichment, otherwise known as growth, is heavily
fueled by technology and should be impeded. We must rethink of our
perception of a good life and the soul has to attain a certain balance in order
to have a good life, a life of flourishing.
Science and technology have been part of human activity since the
beginning of our species. It has aided us in survival and helped us outsmart
our adversaries, provided us comfortable living, allowed us to explore the
world, and assisted us in discovering more about ourselves and the truth.
However, it also leads us to a paradox in which we are only able to see the
world in the lenses of technological innovations. In our pursuit of growth, we
had conveniently forgotten that technology only presents one approach in
viewing the world. This forgetfulness leads us to evaluate objects as
consumable or not—transcending to other human beings, determining their
capacity to be productive.

In modern times, there are different technological advancements in all

forms and sizes may it be inside the home, the workplace, the learning place,
or simply on the streets. It is now very accessible to almost anyone in the
world. It is not completely impossible to say that each person in the world
owns at least one technological device. Besides, technology is not enclosed
to expensive and high-end devices. Simple types of machines that can
perform simple task regularly can already be considered a form of technology.
However, despite its usefulness and beneficial characteristics, there are still
some problems faced by the different technological advancements. To be
more specific, these problems are ethical in nature that involve not only the
machine but also mankind. It is now impossible for technology and humanity
not to cross paths because as some would argue, technology has become a
necessity for people. At the end of the day, ethics should still be enforced in
the field of technology to ensure the safety and morality of these devices to
people.

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