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In the past the T in STS has frequently been subsumed under Science, the first s. The paper argues for the recognition of technology as an autonomous co‐equal to, and not a subordinate branch of, science. Issues are raised about the uniqueness of technological knowledge, characterized by being structurally orientated towards concrete praxis. Comparison of the constitutive and contextual values of science and technology from standpoints including community norms, technology transfer, adoption of technological innovations, technological senility and gender establishes the value‐ridden nature of every phase of technological activity. An association with moral education seems an inescapable consequence of this revaluation of the T in STS and a question is raised about the implications of this for STS teachers.
David Layton (Mon,) studied this question.