UNIVERSITY, TECHNOSCIENTIFIC EDUCATION, AND SOCIETY

Abstract

Technoscience – now the ultimate expression of society's productive force – has so deeply integrated cognitive activity into the process of value generation that it no longer makes sense to refer to contemporary science as something neutral in character. The fact is that a synergy between science, technology and the market has already been established in an unprecedented manner – or, put differently, the science-as-commodity form has taken shape. In this context, seeking solely to train people to earn money is certainly not the best that an educational framework has to offer. Across all its spheres, education has undergone continuous reconfiguration to align with the pressures of economic life and its modus operandi. The present essay, therefore, develops a reflection on these issues.