An Analysis of Dewey’s Perception of Science and Technology in Society: Relevance and Implications for an African Science and Technology Policy for Social and Economic Development

Abstract

This paper represents an attempt to describe Dewey’s representative thoughts on the role of science and technology education in society. An attempt is made to demonstrate the relevance of his thinking to a justification and critique of an African nation's science and technology policy for social and economic transformation. The paper concludes by identifying aspects of national science and technology policy that have direct relevance to science education and by identifying problems that typically undermine the intents and purposes of science education in the secondary school system in Zimbabwe.