Gives an insight into the thinking of the 1960s and written at a time when subsequent advances and developments could not have been predicted with any degree of certainty. Provides a view of the “new concepts” of cybernetics and discusses their implications. Reproduced without any alterations, the prize‐winning essay deals with science and technology; technological time‐lag; status of technologists; industrial and academic research; interaction of technologies; the cybernetic revolution; education and the environmental barrier; professional obsolescence; and finally, the purpose of education.
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