Abstract

Today when we think of technology, we think of science and scientific progress. The aim of this paper is to re-establish the role of the concept of education in the definition of 'technology' originally an issue in Greek discussions of 'techne'. This connection is desirable, it is argued, because modern technological practice creates a diverse set of choices that require evaluation. I will argue that this task requires an informed public. Therefore, there are two tasks for the philosopher; a structure for technology must be articulated within which these choices can be discussed, and the regulation and moral evaluation of technological activity must be connected to a mechanism for promoting universal education. I begin to accomplish the former by distinguishing two objective elements within all technological activity. One, called the epistemic structure, connects scientific laws to technological activity. The other, called the practical structure, justifies and perpetuates the particular character of specific kinds of technological activity. I will argue that the latter task concerning the regulation of technological activity can only be accomplished by developing the practical structure of communication technology