Intellectual Revolution o Geocentric model was widely

Definition accepted (2nd-16th century)

• Intellectual Revolution is also known as • Nicolaus Copernicus (1473-1543):
the Scientific Revolution (Thomas Kuhn, o Challenged Ptolemaic model
1962) with heliocentrism: Sun is the
• It refers to a period of significant center of the Solar System
changes in theories and models, o Initially rejected due to religious
leading to paradigm shifts beliefs, as people believed Earth
• Intellectualism began with the was created first
dissemination of human knowledge o Johannes Kepler (1571-1630)
through written materials (papyrus, refined heliocentrism, proving
writing on walls, printing press, books, simpler planetary orbits
journals, media) o Galileo Galilei used telescopic
Historical Antecedents observations to support
• Most discoveries and inventions in heliocentrism
science and technology emerged due o Eventually accepted, marking
to human needs and wants the birth of modern astronomy
and transforming societal beliefs
• Advancement in science and
technology altered people's perceptions Why Intellectual Ideas Were Controversial
and beliefs 1. Incomplete empirical observations;
some phenomena remain theoretical
• Intellectual Revolution showcased how
2. Intellectual debates between
society was transformed by science and
philosophers, mathematicians, and
technology
scientists
Key Philosophers
3. Religious beliefs vs. intellectual society
• Karl Popper (1902-1994): "Science may be
and public consensus
described as the art of systematic
4. Technological breakthroughs
oversimplification"
influencing scientific discovery
• Thomas Samuel Kuhn (1922-1996): Known 5. Tremendous impact on beliefs and way
for the concept of paradigm shifts in of life (e.g., Copernican and Freudian
the Structure of Scientific Revolutions Revolutions)
Kuhn's Cycle (Structure of Scientific Darwinian Revolution
Revolutions)
• Charles Darwin (1809-1882):
1. Pre-science: No workable paradigm to
o Published On the Origin of
guide a particular field
Species (1859)
2. Normal Science: A scientifically based
o Proposed Theory of Evolution:
model of understanding (paradigm) is
Populations undergo natural
established
selection, where only the fittest
3. Model Drift: Accumulation of anomalies
survive
and controversies that the model
• Controversy:
cannot explain
o Contradicted Creation Theory,
4. Model Crisis: Model breakdown due to
which taught that life was
excessive anomalies; attempts to fix it
created by a divine being
fail
o Sparked an ongoing debate
5. Model Revolution: Emergence of
between empirical science vs.
radically different new models
religious rationalism
6. Paradigm Change/Shift: A new
• Resolution:
paradigm replaces the old one,
o Over time, people accepted that
becoming the new normal science
Paradigm Shifts in Intellectual Revolutions Darwin’s theory did not
necessarily contradict religious
Copernican Revolution
teachings
• Early humans questioned the creation
o The theory does not claim
of day and night and the movement of
humans evolved directly from
celestial bodies
apes but explains natural
• Claudius Ptolemy (100-170 AD):
selection
o Proposed geocentrism: Earth is
o Supported by philosophical
at the center, and the sun, moon,
perspectives of Rene Descartes
and planets move around it in a
(Rationalism) and Immanuel Kant
circular motion
(Pragmatism)
Freudian Revolution
• Sigmund Freud (1856-1939):
o Changed psychology from being
classified under philosophy to a
scientific discipline
o Developed psychoanalysis,
explaining human behavior
based on conscious and
unconscious factors
o Proposed that personality
consists of three conflicting
elements: id, ego, and superego
• Controversy:
o Criticized by hard-line scientists
for lacking empirical and
experimental evidence
o Many dismissed psychoanalysis
as pseudoscience
• Acceptance:
o Freud refined his theory,
demonstrating its clinical
application in treating mental
disorders
o Eventually, psychoanalysis
contributed to psychology being
recognized as a science
Impact of Intellectual Revolutions on Society
• Scientific research and experimentation
deepened human understanding of the
world and themselves
• Intellectual Revolutions reshaped
perspectives within both scientific
communities and the general public
• Established the link between science,
technology, and humanity due to their
direct societal impact
• Enabled advancements through
collaboration among philosophers,
mathematicians, and empirical
scientists
Human Flourishing in Science and Technology • These definitions are instrumental and
anthropological
Historical Antecedents in Science and
Technology • Technology is a contrivance
(instrumentum)
• The progress of human civilizations
mirrors the development of science and • The manufacture and utilization of
technology equipment, tools, and machines fall
under this definition
• The human person, as both the bearer
and beneficiary of science and • Technology involves:
technology, flourishes and finds
meaning in the world they build o Practical application of science

• In the pursuit of a good life, individuals o Human activity

may unconsciously acquire, consume, o Means to an end
or destroy what the world offers
The Correct but Limited View of Technology
• Science and technology must be taken
as part of human life, meriting reflective • Technology is instrumental (serves a
and meditative thinking purpose)

• Despite its methodical and technical • Correct but not true (lacks deeper
nature, science and technology give meaning)
meaning to human life
• Truth entails more meaning and
Examining the Impact of Science and significance
Technology
• Pursuit of truth must go beyond mere
• To appreciate the fruits of science and correctness
technology, they must be examined
beyond their function and Poiesis and Techne
instrumentality • Poiesis (bringing forth, revealing truth)
• Examples: o Aristotle: making or producing
o Gadgets, machines, appliances, something for a purpose
and vehicles serve as tools that o Related to poetry and
make life easier composition
o Medical research applies • Techne (craft, root of technology)
scientific and technological
principles to cure diseases and o A kind of bringing forth
improve quality of life
• Technology is poiesis
Technology as a Mode of Revealing
Modern Technology
Martin Heidegger’s Perspective (The Question
Concerning Technology) Characteristics

• Urges us to question technology and • Challenges forth aggressively

see beyond common understanding
• Extracts nature’s resources forcefully
• The essence of a thing is considered to
• Example: Mining – land is forcibly set
be what the thing is
upon to extract minerals
• The question concerning technology is
• Revealing happens on human terms
asked when we seek its essence
(everything is on demand)
Common Definitions of Technology
• Stockpiling and standing reserve
• Technology as a means to an end (resources are extracted and stored for
use)
• Technology as a human activity
Enframing
 • A way of revealing in modern
technology

• Challenges forth nature, framing it to

be understood and controlled

• Conceals poiesis, reducing nature to a

calculable system

• Enframing is done for security, despite

being violent to nature

• The Earth becomes a gasoline station

for human extraction and use

The Human Person and Technology

• Humans are swallowed by technology

• The essence of technology is not

technological

• Technology defines what we do in

science

• Despite enframing, the poetic character

of technology persists

Art as a Way Out of Enframing

• Nature is the most poetic form of art

• Technology has a poetic aspect in its

primordial experience

• Questioning technology is necessary

• Technology is not merely for solving

problems but something deeper to be
explored

Ancient Greek Perspective on Cause

• Aition: indebtedness, not just cause-

and-effect

• Example: We are indebted to the Sun,

not because it is the cause of energy,
but because it brings forth life

• Aition is responsible for bringing forth

Final Thoughts

• Technology is a way of revealing truth

• Modern technology views the Earth as

an object for extraction

• Nietzsche’s Warning:

o “The wasteland grows. Woe to

him who harbors the wasteland.
Our Earth is not an Earth of
calculation. If this remains so,
only God can save us.”
Human Flourishing as Reflected in Progress o Consumption of only 1.9
and Development hectares, which is at the
threshold of ecological
Learning Objectives sustainability
• Critique human flourishing in relation • Similar patterns are observed in Peru,
to the progress of science and Ecuador, Honduras, Nicaragua, and
technology Tunisia
• Explain Hickel’s paradigm of de- The Concept of De-Development
development
• The idea of de-developing rich
• Differentiate de-development from countries could be a rallying cry in the
traditional notions of growth and Global South
consumption
• Consumer research findings:
Rethinking Development
o 70% of people in middle- and
• The planet is already overburdened high-income countries believe
with human activities overconsumption threatens the
planet and society
• It is necessary to rethink our standards
of development to truly achieve the o A majority also believe buying
good life and owning less would not
reduce happiness
Alternative Views on Progress
Challenges in Promoting De-Development
• Societies where people live long and
happy lives with low income and • Terminology issues:
consumption should not be seen as
backward o De-growth, zero growth, and de-
development are technically
• Instead, they should be viewed as accurate but perceived
exemplars of efficient living negatively

• High consumption does not always o These terms contradict

equate to higher quality of life conventional ideas of human
progress and purpose
Examples of Alternative Development Models
o Suggest stopping learning,
• Some excess income and consumption improving, and growing, which is
in wealthy nations improves quality of psychologically unappealing
life
A New Approach to Progress
• However, happiness and well-being
indicators challenge traditional views of • Negative framing will not work for
growth promoting sustainable development

• Costa Rica: • The idea of steady-state economics is

growing but still does not fully address
o One of the highest happiness the issue
and life expectancy indicators
• A truer form of progress is needed:
o Achieves this with one-fourth the
per capita income of the US o Quality over quantity

• Cuba: o A sophisticated view of progress

beyond material accumulation
o Comparable life expectancy to
the US o Moving away from GDP as a
measure of success
o One of the highest literacy rates
in the world • GDP is not an effective measure of
progress and should be replaced
o GDP per capita of only $6,000
Conclusion
• Human flourishing should not be tied
to economic growth alone

• Alternative models of development

should focus on happiness,
sustainability, and well-being

• A new narrative is needed to redefine

progress and development in a way
that is both sustainable and fulfilling
The Good Life • According to Aristotle, happiness is the
ultimate end of human action—pursued
The Pursuit of the Good Life
for its own sake.
• Everyone is in pursuit of the good life.
• Examples:
• Humans perform actions to achieve a o Achieving financial stability for
life that brings happiness and one’s family.
contentment.
o Promoting harmony and peace
• The definition of the good life varies for through environmental
different people and circumstances. responsibility.
Nicomachean Ethics and Modern Concepts • Happiness defines a good life by
Aristotle (384-322 BC) promoting virtue and excellence on a
personal and global scale.
• Greek philosopher whose work spans
natural philosophy, logic, and political o Example: Avoiding sugary and
theory. processed foods for health.

o Example: Proper waste

• Attempted to explain what the good is.
management for environmental
• In Nicomachean Ethics, Aristotle stated: cleanliness.

"All human activities aim at some good. Every The Role of Virtue in the Good Life
art and human inquiry, and similarly every
• Virtuous actions require discipline and
action and pursuit, is thought to aim at some
practice.
good; and for this reason, the good has been
rightly declared as that at which all things • Actions contrary to virtue do not lead
aim." to happiness.
• Everyone is moving towards the good. o Example: Lack of discipline in
eating results in illness.
• The good is expressed in various ways
for different people and situations. o Example: Lack of concern for the
environment leads to
• The good life is characterized by destruction.
happiness, which results from living well
and doing well. • Virtue is central to achieving the good
life.
Eudaimonia: The Greek Concept of the Good
Life o It is the constant practice of
doing good, regardless of
• Nicomachean Ethics 1:4: circumstances.
“…both the many and the cultivated call it o It is the excellence of character
happiness, and suppose that living well and that empowers a person to act
doing well are the same as being happy.” rightly.
• Eudaimonia o Virtue is cultivated through habit
o Eu – Good and discipline.

o Daimon – Spirit o Every person has the capacity

for goodness, but they must
o Together, eudaimonia refers to develop the habit of exercising
the good life, marked by virtue.
happiness and excellence.
Two Kinds of Virtue (Nicomachean Ethics)
o A flourishing life filled with
meaningful endeavors that 1. Intellectual Virtue
empower a person to become o Developed through teaching.
the best version of themselves.
o Requires experience and time.
Happiness as the Ultimate End
2. Moral Virtue
 o Developed through habit.

o Comes about through repeated

moral actions.

Science, Technology, and the Good Life

• The progress of science and technology

is also a movement towards the good
life.

• Science and technology are among the

highest expressions of human faculties.

• They allow humanity to thrive and

flourish if used properly.

• However, science and technology may

also corrupt individuals.

• Grounding oneself in virtue helps steer

clear of potential dangers posed by
scientific and technological
advancements.

Conclusion

• The good life is achieved through

virtue, happiness, and meaningful
endeavors.

• Eudaimonia represents a life well-lived,

where excellence and purpose are key.

• The integration of virtue, ethical

standards, and responsible use of
science and technology ensures true
human flourishing.
WHEN TECHNOLOGY AND HUMANITY CROSS • It is essential to understand
fundamental human rights, especially
Learning Outcomes
in the face of technological and social
At the end of the chapter, students should be changes.
able to:
The Universal Declaration of Human Rights
• Evaluate contemporary human (UDHR)
experience to strengthen human
• The UDHR defines 30 articles outlining
functioning in society.
inalienable human rights.
• Discuss the importance of human
• These rights are essential in the pursuit
rights in the face of changing social
of the good life.
conditions and technological
development. • The first seven articles encapsulate the
essence of human rights:
• Identify laws or policies that protect the
well-being of individuals in 1. Article 1: All humans are born free
technological advancement and ethical and equal in dignity and rights.
dilemmas.
2. Article 2: All people are entitled
The Good Life and Human Rights to human rights without
discrimination.
• The good life entails living in a just and
progressive society where citizens have 3. Article 3: Right to life, liberty, and
the freedom to flourish. security of person.

• The human person has the autonomy 4. Article 4: Prohibition of slavery

to make choices that enable both and servitude in all forms.
personal and societal flourishing.
5. Article 5: Prohibition of torture
• The Universal Declaration of Human and cruel, inhuman, or
Rights (UDHR) was proclaimed by the degrading treatment.
United Nations General Assembly on
6. Article 6: Right to recognition
December 10, 1948, as the global
before the law.
standard for fundamental human
rights. 7. Article 7: Equality before the law
and equal protection without
• UDHR Preamble states: discrimination.
“Whereas recognition of the inherent dignity
• The UDHR, created in 1948 after World
and of the equal and inalienable rights of all
War II, serves as a foundation for
members of the human family is the
human rights globally.
foundation of freedom, justice, and peace in
the world.” Humans vs. Robots: The Impact of AI and
Automation
• Human dignity is an ultimate core value
of existence. • Technological progress raises concerns
about human displacement.
• Recognizing this truth in all persons,
regardless of status, is key to building a • Manual labor is increasingly replaced
just and progressive society. by machines.

• A truly human society fosters: • Computers and AI are becoming more

sophisticated.
o Freedom: Empowering
individuals to make choices for • Robots are designed to perform
their flourishing. complex, repetitive, or dangerous tasks.
o Rationality: Valuing and applying • Ethical issues arise when machines
principles of logic and science. mimic human behavior and decision-
o Love: Ensuring that human making.
dignity is at the foundation of all
endeavors.
 • In the Philippines, AI is gaining traction, • GNR technologies offer benefits but
particularly in the BPO industry: also pose great dangers:

o AI-driven business analytics help o Genetic engineering may cure

companies make data-driven diseases but also raise ethical
decisions. concerns.

o However, automation may lead o Nanotechnology could

to massive job losses, affecting revolutionize medicine but also
approximately 1 million Filipino create risks.
BPO workers (as of August 2017).
o Robotics and AI improve
• Key ethical questions: efficiency but threaten human
jobs and autonomy.
o What does it mean if humans are
replaced by machines? The Responsibility of Science and Technology

o Is the value of a person inversely • History provides warnings, such as the

proportional to that of AI? atomic bombings of Hiroshima and
Nagasaki (1945).
o How do we guard against
mistakes committed by • J. Robert Oppenheimer and physicists
machines? created nuclear weapons—an
achievement in science, but also a
o Should robots be granted ethical
reminder of its destructive power.
protections if they become more
human-like? • Freeman Dyson (The Day After Trinity,
1981):
The Risk of Human Dehumanization
“The glitter of nuclear weapons is irresistible to
• As machines become more human-like,
scientists. It gives them an illusion of unlimited
humans risk becoming more machine-
power.”
like.
• Technological arrogance can lead to
• Instant access to information via the
destruction if not kept in check.
internet reduces critical thinking.
• Friedrich Nietzsche:
• Automation in decision-making
diminishes human intuition and deep “The wasteland grows; woe unto him who
reasoning. harbors the wasteland within.”

• Nicholas Carr (2008) in “Is Google Ethical Principles in Science and Technology
Making Us Stupid?”:
1. Respect for Autonomy
“As we come to rely on computers to mediate
our understanding of the world, it is our own • Individuals have the right to make their
intelligence that flattens into artificial own decisions, even if others disagree.
intelligence.”
• Example: Jehovah’s Witnesses may
The Ethical Dilemmas of Advanced Technology refuse blood transfusions due to
religious beliefs, even if it risks their life.
• Bill Joy (2000) in “Why the Future Does
Not Need Us”: 2. Non-Maleficence (Do No Harm)

o Warned that genetics, nanotech, • Actions should not cause harm to

and robotics (GNR) could make others.
humans an endangered species.
• Example: A doctor refusing to give a
o The self-replicating nature of diabetic patient soda to prevent harm.
these technologies poses
3. Beneficence (Do Good)
significant risks.
• Actions should promote well-being and
o Example: Unlike bombs that
prevent harm.
detonate once, nanobots and AI
can self-replicate uncontrollably.
 • Example: Medical research and • Necessary Lies (Diane Chamberlain) –
vaccines benefit individuals and Mandatory sterilization and eugenics.
society.
Conclusion
4. Justice (Fairness and Equality)
• Science and technology must be
• Resources should be distributed fairly. guided by ethical reflection.

• Example: Equal access to Medicare for • Progress should not compromise

all individuals over 65. human dignity.

Case Studies for Discussion • Protecting human rights is essential in

our pursuit of the good life.
Scenario 1: Life Support Decisions

• A loved one is brain dead and kept alive

by machines.

• Doctors ask whether to continue life

support or turn it off.

• Ethical dilemma: Should life be

sustained artificially?

Scenario 2: Genetic Testing and Abortion

• Genetic testing shows a fetus has a

severe disorder (brittle bone disease).

• The family is given the option to

terminate the pregnancy.

• Ethical dilemma: Should the pregnancy

be terminated based on potential
suffering?

Films and Novels Depicting Human Rights

Violations in Technology

Films:

• A.I. (Robotics)

• I, Robot (Robotics)

• Elysium (Discrimination in economic

status)

• GATTACA (Genetic discrimination)

• My Sister’s Keeper (Designer babies

used as “spare parts”)

• Frankenstein (Violation of nature’s laws,

playing God)

Novels:

• Frankenstein (Mary Shelley) – Playing

God, informed consent violations.

• My Sister’s Keeper (Jodi Picoult) –

Designer babies for organ donation.

• Handle with Care (Jodi Picoult) –

“Wrongful birth” and eugenics.