CAMPO, RUBY ANNE M.

GSTS M 4:30-6:00 PM TH 3:00-4:30 PM

BSA-1A APRIL 06, 2025
The History, State, and Condition of Science and Technology in the Philippines during Pre-
Colonial, Colonial and Post-Colonial Period
Science and technology have played a crucial role in shaping the Philippines throughout
its history. From the indigenous knowledge systems of the pre-colonial era to the advancements
brought by foreign influences and the post-independence drive for modernization, scientific and
technological progress has significantly impacted various aspects of Filipino life. Each historical
pre-colonial, colonial (Spanish, American, and Japanese), and post-colonial- contributed to the
nation's scientific and technological landscape.
Pre-Colonial Period
Before the arrival of foreign powers, early Filipinos had already developed a self-sufficient
level of science and technology, although not as complex as those of neighboring civilizations.
Technological development varied across scattered barangays, but common achievements reflected a
deep understanding of their environment and practical innovation. As early as 40,000 years ago,
Filipinos crafted tools and weapons from stone flakes, gradually progressing to more advanced
techniques such as sawing, drilling, and polishing hard stones. By 3,000 B.C., they produced adzes,
intricate seashell ornaments, and elaborately designed pottery—though the pottery industry
eventually declined. Metalworking also evolved over time. Early Filipinos began crafting tools and
jewelry from copper, gold, and bronze, and by the Iron Age (2nd or 3rd century B.C. to 10th century
A.D.), they were smelting iron, producing pottery, weaving cotton, and creating glass ornaments.
They excelled in agriculture, practicing both lowland rice farming and highland terracing, as seen in
the Banaue Rice Terraces—an engineering marvel sustained by an intricate irrigation system.
Farming techniques like kaingin (slash-and-burn agriculture) were also widely used. Filipinos
demonstrated advanced skills in boat-building. Large wooden boats called balangays enabled inter-
island trade and raiding expeditions. By the 10th century, their maritime technology was highly
developed. This allowed vibrant trade with neighboring regions such as Brunei, China, and India.
Notably, the people of Ma-i and San-hsu exchanged local goods like beeswax, cotton, pearls,
tortoiseshell, medicinal betelnuts, yu-ta cloth, and coconut heart mats for Chinese porcelain, iron
pots, and other foreign items. These exchanges brought cultural and technological influences from
Hindu-Buddhist, Malay-Sanskrit, and Arab Muslim civilizations. The Laguna Copperplate
Inscription, dated to 900 CE, stands as a testament to their early legal and writing systems. While
early Filipinos had their own syllabic script (Baybayin) and numeric systems, they lacked a
structured literary tradition. Still, weighing and measuring systems were used for trade and
construction purposes. Spanish records from the 1570s noted fortified coastal towns, the existence of
cannons, and local production of iron tools and weapons—evidence that pre-colonial Filipinos had
already mastered basic artillery before colonization. In addition to metallurgy and craftsmanship in
goldsmithing, they were skilled in textile weaving and traditional medicine. Babaylans and
albularyos served as healers, using herbal knowledge and spiritual practices. While innovation was
largely driven by necessity and the availability of natural resources, the absence of formal
educational institutions limited scientific progress. Nevertheless, the indigenous knowledge systems,
trade connections, and technologies developed during this period laid the foundation for the future
evolution of science and technology in the Philippines.
Colonial Period
Spanish Period (1565–1898)
The Spanish colonization of the Philippines, which lasted for more than three centuries, had a
profound yet ambivalent impact on the country’s scientific and technological development. While the
Spaniards introduced European education, urban planning, and scientific practices, progress was
significantly shaped and in many ways restricted by religious influence and colonial priorities.
Science and education during this period were primarily under the control of Catholic religious
orders, such as the Jesuits, Dominicans, and Franciscans. These missionaries established institutions
like the University of Santo Tomas (1611) and Colegio de San Juan de Letran, which focused largely
on theology, philosophy, and the humanities. Although subjects such as mathematics, physics, and
chemistry began to appear in curricula by the 19th century, scientific learning remained
underdeveloped. The clergy discouraged the study of medicine and natural sciences out of concern
that secular knowledge might foster revolutionary and materialistic ideas. Access to higher education
was limited and generally reserved for the Filipino elite. The reduction (reducción) policy centralized
scattered barangays into planned towns centered around the church and plaza. Though it allowed
easier governance and missionary activity, this system pulled people away from farmlands, rivers,
and forests—their primary sources of livelihood—causing a decline in agriculture and traditional
industries. Despite these limitations, some advancements occurred. Spanish missionaries introduced
hospitals like San Lazaro Hospital (1577) and new public health practices to treat diseases. The use
of *firearms, artillery, and agricultural tools* brought European technological influence to local
metalworking practices. In construction and infrastructure, Filipinos learned to build with stone,
brick, and tile, though skilled labor was often provided by Chinese artisans imported by the
Spaniards. Significantly, the Real Sociedad Económica de los Amigos del País, founded by
Governor-General José Basco y Vargas in 1780, promoted scientific research, especially in
agriculture and industry. It encouraged the production of crops such as tobacco, indigo, and
sugarcane. The opening of Manila to international trade in 1814, followed by the opening of other
ports, stimulated economic activity and facilitated the influx of foreign technology. However,
development remained dependent on foreign capital and innovation, with minimal investment in
Filipino-led science and industry. The printing press, introduced in 1593, helped spread religious
materials and European knowledge, albeit selectively. The Manila-Acapulco Galleon Trade (1565–
1815) also fostered cultural and technological exchange, albeit largely to serve Spanish economic
interests. Despite these contributions, overall scientific progress remained slow due to the
prioritization of colonial control and religious orthodoxy over intellectual freedom and innovation.
American Period (1898–1946)
The arrival of the Americans in 1898 marked a turning point in Philippine science and
technology, characterized by modernization, institutional development, and the democratization of
education. One of the most significant legacies of American rule was the establishment of a public
education system with English as the medium of instruction, which helped disseminate Western
scientific thought across all social classes. In 1901, Act No. 74 established the Department of Public
Instruction, mandating free primary education. This was supported by the creation of institutions like
the Philippine Normal School (for training teachers), Manila Trade School (for industrial skills), and
later, the Philippine Medical School in 1905. Secondary schools followed in 1902, and the University
of the Philippines was founded in 1908, becoming a central hub for scientific research and higher
education. Health care also saw substantial improvements. The Philippine General Hospital (1910)
was established, and public health campaigns addressed epidemics like cholera, malaria, and
tuberculosis. The Bureau of Government Laboratories, founded in 1901 and later renamed the
Bureau of Science (1905), spearheaded scientific research in fields like medicine, biology, and
chemistry. It played a crucial role in producing vaccines, serums, and conducting research on
infectious diseases. The American colonial administration also modernized the country's
infrastructure. Roads, bridges, electric systems, and urban facilities were constructed, laying the
groundwork for industrial development. New transportation technologies such as automobiles,
railways, and telegraph systems were introduced, revolutionizing communication and mobility. The
Bureau of Agriculture facilitated the introduction of new crops and scientific farming techniques,
greatly improving agricultural productivity. Industries related to mining, manufacturing, and textiles
were promoted through the introduction of modern machinery and industrial methods. The United
States invested in the development of factories and the export of raw materials like hemp and
tobacco, integrating the Philippines into global trade networks. Though still a colony, the Philippines
under American rule experienced substantial progress in science, health, industry, and education,
laying the foundation for post-independence scientific and technological growth.
Japanese Period (1941–1945)
The Japanese occupation during World War II brought widespread destruction and
significantly disrupted scientific and educational development in the Philippines. While the Japanese
made attempts to industrialize and develop certain sectors, their primary objective was to exploit the
archipelago’s resources for their war efforts. During this period, infrastructure was developed
primarily to support military operations. Roads, bridges, and railways were expanded to facilitate
troop movements and resource extraction. The Japanese established factories focused on producing
weapons and wartime supplies, especially in mining and manufacturing, though these developments
were geared more toward Japanese needs than Filipino advancement. Education during this time was
repurposed to serve Japanese imperial interests. The curriculum was reoriented to instill Asian
values, Japanese culture, and loyalty to the Emperor. Tagalog was promoted as the national language,
while English was discouraged. Japanese language classes were made mandatory, and Western
history and literature were replaced with Asian-centric subjects. Though education was widely
implemented, its content was highly propagandistic. Many Filipino students and teachers resisted the
imposed system, with some joining the underground resistance and abandoning formal education
altogether. Despite limited attempts to promote self-reliance and industrialization, scientific progress
stagnated due to the closure or repurposing of schools and research institutions. The lack of access to
medical supplies forced communities to revert to traditional healing methods. Tea replaced coffee,
and bicycles became the most common mode of transportation due to fuel shortages. The Imperial
Japanese Army also confiscated personal transport like carts and pedicabs for military use.
Additionally, the Japanese introduced cotton cultivation in an attempt to boost local production, but it
failed due to unsuitable seed varieties and resistance from guerrilla groups. While there were pockets
of progress, overall development during this period was hindered by war, resource scarcity, and
military repression.

Post-Colonial Period
After gaining independence in 1946, the Philippines faced significant challenges in
developing its scientific and technological sectors. The country was still largely agricultural and
remained dependent on foreign technology and expertise. The aftermath of World War II had
devastated infrastructure, and national efforts initially focused on rebuilding and addressing pressing
economic and social needs, leaving science and technology (S&T) development underprioritized in
the early years. Recognizing the importance of science education, the Philippine Science High
School (PSHS) was established in 1964 to train highly capable students in science and mathematics,
preparing future scientists, engineers, and innovators. To coordinate scientific development efforts,
the National Science Development Board (NSDB) was created, though its impact was limited due to
underfunding, political instability, and a lack of supportive infrastructure. During the Marcos
administration (1965–1986), science and technology became more integrated into national
development policies. The government created the Philippine Science Community and established
the National Academy of Science and Technology (NAST) in 1978 to honor and support leading
scientists. The Green Revolutionwas also promoted, introducing high-yielding crop varieties,
improved irrigation, and modern farming tools that transformed agricultural productivity. In 1983,
Executive Order No. 889 established a nationwide network of centers of excellence in the basic
sciences, focusing on key fields such as biology, chemistry, mathematics, physics, and geological
sciences. In the same year, Presidential Decree No. 901 launched the Scientific Career System (SCS)
to provide qualified scientists working in government institutions with structured career paths,
promotions, and incentives, helping reduce brain drain and improve retention. Under the Aquino
administration (1986–1992), science and technology were further prioritized when the Department of
Science and Technology (DOST) was created in 1987, replacing the former National Science and
Technology Authority (NSTA). DOST was elevated to a cabinet-level department, reflecting a
renewed national commitment to scientific research, innovation, and education. During the Ramos
administration (1992–1998), efforts were made to expand science and technology manpower by
increasing the number of science high schools and promoting broader access to STEM education.
Public-private partnerships were encouraged, leading to increased investment in R&D through
collaborations between universities, industries, and international institutions. President Joseph
Estrada (1998–2001) promoted environmental and digital advancements through the Philippine
Clean Air Act and initiatives supporting e-commerce and internet development. During Gloria
Macapagal-Arroyo’s presidency (2001–2010), the country saw a major push in Information and
Communications Technology (ICT). The Commission on Information and Communications
Technology (CICT) was established, and the Cyber Corridorproject was launched to promote a
Filipino scientists abroad to return and contribute to national development. One of the landmark
achievements during this period was the passage of the Philippine Space Act, leading to the creation
of the Philippine Space Agency (PhilSA) in 2019, which now oversees national efforts in space
research, satellite development, and geospatial technologies. Despite persistent challenges such as
limited funding, bureaucratic hurdles, and the continued "brain drain" of talented scientists seeking
opportunities abroad, the Philippines has made steady progress in advancing its scientific landscape.
Greater emphasis has been placed on Science, Technology, Engineering, and Mathematics (STEM)
education, digital innovation, and sustainable development. The country continues to enhance its
capabilities in health, agriculture, environmental sciences, and digital technologies. The ongoing
expansion of the ICT and BPO sectors, along with government efforts to foster innovation, positions
the Philippines as an emerging contributor to the global knowledge economy. While gaps remain, the
post-colonial period reflects a growing awareness of the transformative role science and technology
play in national development and the drive toward a more innovative, inclusive, and resilient future.

REFERENCES: Caoili, O. C. (1986, June). A History of Science and Technology in the Philippines.
University of the Philippines, University of the Philippines Science Research Foundation, Quezon City.
Retrieved February 9, 2018
Sinaunang Panahon. (n.d.). The Philippine science and technology in the post-war era (1946-1972).
Retrieved from [Link] war-
era-1946-1972/