The Military Project

Abstract

In this chapter and the next we want to conclude our discussion by looking at how, in the late twentieth century, the politics of technology have become bound up with the politics of education. Though many readers might expect some ‘positive’ alternatives, we do not forward a list of policies to counter the perspectives we criticise. Such a policy agenda would, no doubt, be worthy and well-meaning, but in the end it would, we are sure, be tokenistic and hollow. How could we, as two individuals, really have all the answers? We do not know the way to the yellow brick road. We can, however, contribute by alerting travellers to obstacles in the way of reconstruction that are profound and formidable, and which, most certainly, will not be overcome by the superficial technical fix dreamed up by I.T. Utopians and futurologists.

‘For the existing crisis is advancing towards a point where, either we will be confronted with a natural or social catastrophe or, before or after this, human beings will react in one way or another to try to establish new forms of social life making sense to them. We cannot do this for them, or in their place; any more than we can say how it could be done. What we can do is to destroy the myths which, more than money or weapons, constitute the most formidable obstacles in the way of the reconstruction of human society.’ (Cornelius Castoriadis, 1984/85, p. 35)