ABSTRACT
The last chapter included reference to the technology of nuclear power production for a purpose which was more closely related to ethical education than to engineering. No study of how we get to know about energy can possibly be complete without technology: indeed to have reached the final chapter of this book without a substantial discussion of it, is itself symptomatic of a pathology in education. David Layton (1984) has examined the history of the split between science and technology education only to conclude that it is at least as old as state schooling.
