ABSTRACT
This chapter addresses educational reform issues. The lack of education about the cultural non-neutrality of technology, specifically digital technologies, is one of the reasons why most of the public and even most academics across the disciplines remain silent in the face of technological imperialism. The dependence upon the cultural commons, that is, the intergenerational knowledge and skills that have been shared on a largely non-monetized basis since the first humans were walking around the savannas of what is now referred to as Africa, was not recognized in Roman Law and in the Magna Carta of 1215. The challenge today is to introduce key ideas and issues in ways that will engage the attention of the wider public, who must be brought into the process of democratizing the introduction of new technologies. The long-held idea that technology becomes a constructive or destructive force, depending upon the ideas and values of the people who promote its use, is partly correct.
