ABSTRACT
Time is out of joint. We cannot avoid remembering September 11, 2001-on that day we were forced to experience the negative results that the work of science educators can bring forth. By means of technology enabled by science, enabled by science education, we watched an act of horror-perpetrated by technology enabled by science, enabled by science education-as the Twin Towers of the World Trade Center were destroyed and thousands working there were killed. Watching the news a few weeks later, we were forced to experience the response. Again live, we saw more acts of horror as B-52 bombers, developed by engineers and built by technicians, who had been trained by science educators, destroyed Afghan villages and maimed more innocent people, mostly women and children. There were, of course, other responses in the wake of these events, the redirecting of funding from humanistic programs, increased efforts in the areas of science that feed the technologies of “star wars,” of “exoatmospheric kill vehicles” and other “hit to kill” technologies, and of bomblets of the type that littered Afghanistan and functioned as antipersonnel landmines.
