TEACHING SCIENCE AND TECHNOLOGY PRINCIPLES TO NON-TECHNOLOGISTS — LESSONS LEARNED

ABSTRACT

Much has been written over the past several decades on the “inevitability” that the technological revolution will transform international, interpersonal, and business relations. But are the effects of technological change as far reaching as the literature suggests and where it does reach does it penetrate very deeply into the general culture, its organizations, or into the psyche of its citizens? The linkage of science and technology education to industrial trends, and its prominence in pubic policy debates makes it all the more important to ensure that the educated public have as complete a grounding in S&T issues as possible. Perhaps it is a unique twenty-first century paradox that it is more important for “progress” and public policy formulation to focus the attention of our educational system upon the inter-relationships, consequences, and implications of current and previous technological developments rather than mindlessly joining the “bandwagon of progress.” Students must be exposed to the theories, language, culture, engineering difficulties, societal implications, and public policy problems posed by the inevitable advance of technology. The primary target of such efforts should be the non-technologists who tend to enter government service, run for public office, enter the teaching profession, are more politically active and where the greatest multiplier effect can be achieved.