The third major problem area of modern technological society is that of preserving a healthy environmental balance. Though humans have been damaging the environment for centuries by overcutting trees and farming too intensively and though some protective measures, such as the establishment of national forests and wildlife sanctuaries, were taken decades ago, great increases in population and in the intensity of industrialization are promoting a worldwide ecological crisis. This includes the dangers involved in destruction of the equatorial rainforests, the careless exploitation of minerals by open-mining techniques, and the pollution of the oceans by radioactive waste and of the atmosphere by combustion products. These include oxides of sulfur and nitrogen, which produce acid rain, and carbon dioxide, which may affect the world’s climate through the greenhouse effect. It was the danger of indiscriminate use of pesticides such as DDT after World War II that first alerted opinion in advanced Western countries to the delicate nature of the world’s ecological system, presented in a trenchant polemic by American science writer Rachel Carson in her book Silent Spring (1962); this was followed by a spate of warnings about other possibilities of ecological disaster. The great public concern about pollution in the advanced nations is both overdue and welcome. Once more, however, it needs to be said that the fault for this waste-making abuse of technology lies with man himself rather than with the tools he uses. For all his intelligence, man in communities behaves with a lack of respect for the environment that is both shortsighted and potentially suicidal. Technological society
Much of the 19th-century optimism about the progress of technology has dispersed, and an increasing awareness of the technological dilemma confronting the world makes it possible to offer a realistic assessment of the role of technology in shaping society today. Interactions between society and technology
In the first place, it can be clearly recognized that the relationship between technology and society is complex. Any technological stimulus can trigger a variety of social responses, depending on such unpredictable variables as differences between human personalities; similarly, no specific social situation can be relied upon to produce a determinable technological response. Any “theory of invention,” therefore, must remain extremely tentative, and any notion of a “philosophy” of the history of technology must allow for a wide range of possible interpretations. A major lesson of the history of technology, indeed, is that it has no precise predictive value. It is frequently possible to see in retrospect when one particular artifact or process had reached obsolescence while another promised to be a highly successful innovation, but at the time such historical hindsight is not available and the course of events is indeterminable. In short, the complexity of human society is never capable of resolution into a simple identification of causes and effects driving historical development in one direction rather than another, and any attempt to identify technology as an agent of such a process is unacceptable. The putative autonomy of technology
Secondly, the definition of technology as the systematic study of techniques for making and doing things establishes technology as a social phenomenon and thus as one that cannot possess complete autonomy, unaffected by the society in which it exists. It is necessary to make what may seem to be such an obvious statement because so much autonomy has been ascribed to technology, and the element of despair in interpretations like that of Jacques Ellul is derived from an exaggerated view of the power of technology to determine its own course apart from any form of social control. Of course it must be admitted that once a technological development, such as the transition from sail to steam power in ships or the introduction of electricity for domestic lighting, is firmly established, it is difficult to stop it before the process is complete. The assembly of resources and the arousal of expectations both create a certain technological momentum that tends to prevent the process from being arrested or deflected. Nevertheless, the decisions about whether to go ahead with a project or to abandon it are undeniably human, and it is a mistake to represent technology as a monster or a juggernaut threatening human existence. In itself, technology is neutral and passive: in the phrase of Lynn White, Jr., “Technology opens doors; it does not compel man to enter.” Or, in the words of the traditional adage, it is a poor craftsman who blames his tools, and so, just as it was naive for 19th-century optimists to imagine that technology could bring paradise on Earth, it seems equally simplistic for pessimists today to make technology itself a scapegoat for human shortcomings. Technology and education
A third theme to emerge from this review of the history of technology is the growing importance of education. In the early millennia of human existence, a craft was acquired in a lengthy and laborious manner by serving with a master who gradually trained the initiate in the arcane mysteries of the skill. Such instruction, set in a matrix of oral tradition and practical experience, was frequently more closely related to religious ritual than to the application of rational scientific principles. Thus, the artisan in ceramics or sword making protected the skill while ensuring that it would be perpetuated. Craft training was institutionalized in Western civilization in the form of apprenticeship, which has survived as a framework for instruction in technical skills. Increasingly, however, instruction in new techniques requires access both to general theoretical knowledge and to realms of practical experience that, on account of their novelty, were not available through traditional apprenticeship. Thus, the requirement for a significant proportion of academic instruction has become an important feature of most aspects of modern technology. This accelerated the convergence between science and technology in the 19th and 20th centuries and created a complex system of educational awards representing the level of accomplishment from simple instruction in schools to advanced research in universities. French and German academies led in the provision of such theoretical instruction, while Britain lagged somewhat in the 19th century, owing to its long and highly successful tradition of apprenticeship in engineering and related skills. But by the 20th century all the advanced industrial countries, including newcomers like Japan, had recognized the crucial role of a theoretical technological education in achieving commercial and industrial competence.
The recognition of the importance of technological education, however, has never been complete in Western civilization, and the continued coexistence of other traditions has caused problems of assimilation and adjustment. The British author C.P. Snow drew attention to one of the most persistent problems in his perceptive essay The Two Cultures (1959), in which he identified the dichotomy between scientists and technologists on the one hand and humanists and artists on the other as one between those who did understand the second law of thermodynamics and those who did not, causing a sharp disjunction of comprehension and sympathy. Arthur Koestler put the same point in another way by observing that the traditionally humanities-educated Westerner is reluctant to admit that a work of art is beyond comprehension but will cheerfully confess to not understanding how a radio or heating system works. Koestler characterized such a modern individual as an “urban barbarian,” isolated from a technological environment that he or she possesses without understanding. Yet the growing prevalence of “black-box” technology, in which only the rarefied expert is able to understand the enormously complex operations that go on inside the electronic equipment, makes it more and more difficult to avoid becoming such a barbarian. The most helpful development would seem to be not so much seeking to master the expertise of others in our increasingly specialized society as encouraging those disciplines that provide bridges between the two cultures, and here there is a valuable role for the history of technology. The quality of life