Abstract

"Technological balance" occurs automatically when the designer, builder, and user of a tool is the same person. "Technological imbalance" occurs when these activities become separated and in opposition to one another. Tools become menacing exoge nous objects. We see a shift in connotation of the word technology from the skill of the person to the object produced. Designers and builders create tools with the passive consent and willful ignorance of users. Curricula often contribute to this imbalance. Apprentice designers and builders receive specialized instruction in creating objects, whereas users uncritically learn the procedural requirements of the resulting objects. This system of education turns "machine tending" into a pedagogical goal. The university has the potential to become a model of technological balance for the soci ety as a whole using such means as selecting tools that encourage balance, "technology audits, " and break ing down the specializations among designers, builders, and users.