Science, technology and education: development otherwise frustrated?

Abstract

In view of the current political crisis, which has resulted from the stagnation and fragmentation of our educational system, a debate on education, science and technology is in order. While most of the analysis of the educational inequities has centered around financial and “social” determinants, the roles of science and technology have been neglected. We review three historical milestones of the developmental connections among education, scientific research and technology: 1843, 1959 and 1972, drawing theoretical support from “translation sociology” and from Anglo Saxon Pragmatism.