Education for appropriate technology

Abstract

Schumacher could see that modern technology, imposed on underprivileged nations, was pushing them into the adoption of production methods and consumption standards which destroy the possibilities of self-reliance and self help. The AT movement found its origins in the move to intermediate technology. It is clear from the UNDP Human Development Report 1992, that the problem of unequal distribution of power, wealth and resources continues to frustrate those with a desire for social justice in our world. Increasingly concern about the impact of inappropriate technologies has extended to the physical and biological environment we all live in. It is in these context of these concerns that Kelvin Willoughby defines AT as; a technology tailored to fit the psychosocial and biophysical context prevailing in a particular location and period. Interest in both the technical and philosophical aspects of AT is increasing in the wider community, particularly from those with environmental and social justice interests. My present thinking is that the ability or skill of authentic listening is a key element for the process of discerning appropriateness; the ability to listen to both people, (especially those most impacted on by a technology) and to nature The direction of technological development is rooted in the technological subculture of the dominant culture. Over the last 200 years technological development has been at an unprecedented frenetic pace. This has placed considerable stress on social and physical environments. If sustainable living is to be achieved then our technological subculture will need to embrace and develop metaphysical qualities such as ethics, values and spirituality that are at least as sophisticated as the technologies themselves. This means appropriateness of technology is an essential dimension to the concept of sustainable living and is a radical departure from the traditional thinking of technologists. Those being trained in technology today will be the technologists of the 21st century. Institutions training and educating these technologists have a heavy responsibility which is made difficult because many of us doing the teaching arc rooted in the old technological subculture. It is time for our technological experts and teachers to enter a listening mode; to listen to the cry, sometimes a silent cry, of the people and of nature. suffering from the dehumanizing and desecrating impact of inappropriate