On the matter of roots, I want to end my proposal [ "that every teacher ... be a 'history' teacher" ... "that every subject be taught as history"...] by including two subjects indispensible to any understanding of where we have come from. The first is the history of technology, which as much as any science and art provides part of the story of humanity's confrontation with nature and indeed with our own limitations. It is important for students to be shown, for example, the connection between the invention of eyeglasses in the thirteenth century and experiments with gene-splicing in the twentieth: that in both cases we reject the proposition that anatomy is destiny, and through technology define our own destiny. In brief, we need students who will understand the relationships between our technics and our social and psychic worlds, so that they may begin informed conversations about where technology is taking us and how. ... (Click to show. Warning: May contain spoilers.)
To summarize: I am proposing, as a beginning, a curriculum in which all subjects are presented as a stage in humanity's historical development; in which the philosophies of science, of history, of language, of technology, and of religion are taught; and in which there is a strong emphasis on classical forms of artistic expression. This is a curriculum which goes "back to the basics" but not quite in the way the tecnocrats mean it. And it is most certainly in opposition to the spirit of Technopoly. I have no illusion that such an education program can bring a halt to the thrust of a technological thought-world. But perhaps it will help to begin and sustain a serious conversation that will allow us to distance ourselves from that thought-world, and then criticize and modify it. Which is the hope of my book as well.