Science Technology and the Third Millennium

Change, Progress, Fear & Complacency

The 20th Century is drawing to a close, merging rapidly and imperceptibly with its successor – the first
100 years of the Third Millennium. It will deliver an awesome inheritance: a world propelled by science
and technology; a world where incredible and accelerating discovery will create changes beyond the
scope of our wildest speculations; a world where science and technology have placed What Is Possible
beyond What We Can Imagine.

History may well dub the 1900s The Century of Change – the era when science and technology forged a
permanent partnership and unleashed the first products of their unique alliance on a largely illiterate,
earthbound civilisation. The Industrial Revolution provided the impetus for action and cast the die for
the future; two world wars, fought only a generation apart and before 1950, accelerated the process. Life
changed quickly and irreversibly – like a moth shedding its cocoon.

Within one life span, top-hatted physicians, gas lamps and horse-drawn transport gave way to transplant
surgery, laser beams and space travel. The speed of change and the volume of knowledge defied
measurement.

Early attempts to do so reflected growing concerns about possible adverse effects on established social
values and systems. One widely circulated document estimated that mankind’s total knowledge doubled
first between the years 1 AD and 1900; again by 1950; and again by 1960. After that, even the best
would-be assessors gave up, many of them becoming management consultants. The new profession
flourished as modern business faced rampant stress caused by inexorable change, and cut-throat
competition in the global marketplace. Change and Progress became popular themes for training
workshops.

Change is often presented as progress. To act on this misconception (as too frequently happens!) is to
court disaster. Progress implies change with benefit. It reflects action taken only after management has
considered relevant past experiences, current priorities and future objectives. Change for change’s
sake may reflect the response of a novice manager, or of one more senior who wishes to impress an
advisory committee. Technology can convincingly disguise poor drafting styles or a proposal’s lack of
substance, but its healing influence does not extend to the application of a plan itself. Delays,
increased costs, confusion and low staff morale often follow change without benefit. Sadly, solutions
offered to such problems are inevitably, further change!

The age of push-button miracles has not eradicated boredom. In the 1960s, the world held its breath as
live television and radio transmitted the first lunar landing. Many in the worldwide audience viewed and
listened from the comfort of their homes. Technology had deftly demonstrated passive participation
and predicted couch potatoes. Local cinemas and sports grounds would close. As the astronauts
bounced across the ghostly moonscape and joked with each other and Earth, they demolished a
primaeval barrier: science fiction became fact. And anything imaginable became possible – perhaps
worse, inevitable. For many participants, the mystery and magic of fantasy vanished forever – like a
child’s perception of Christmas. Technology had become commonplace, its wonders explicable and
predictable.
The second moon expedition raised little public excitement. It was, after all, a repeat performance, sure
of success. In the 1970s and 80s, repeated success itself bred complacency. But ..! Nearly 30 years later,
a space shuttle exploded during the launch and the crew perished. Their deaths provoked intense but
short-term, shock.

Commentators soon reflected a popular view: that such accidents, although unfortunate, were also
inevitable. The astronauts had known and had accepted the risks; NASA could be proud of its record
and rest on its laurels – until the next catastrophe.

Today, as we face a new Millennium, technology and science are simultaneously feared, admired and
taken for granted. Enthusiasts and critics alike, increasingly depend on them. In education, for example,
computer-based programs are replacing textbooks, blackboards and tutors; the Internet bridges time
and distance and provides access to specialist resources. Factors such as the need for skilled and costly
support services are rarely discussed.

The principles of learning are established: the way they may be best used in different settings and the
results evaluated will vary with client needs. But, no matter how good, no one method can satisfy all the
needs of any one client. Books, theatre and technology go well together.

The Third Millennium will open the door to a future filled with a kaleidoscope of scientific and technical
wizardry. We have, without resistance, grown very dependent on such attractions. Few of us differentiate
between simple and complex uses of technology. The former used routinely (e.g. simple mental
arithmetic) may deskill us and increase our dependency – without our being aware of any danger.
Artificial intelligence, human cloning and the unimaginable are no longer science fiction.

The time has come to reassess our relationship with science and technology to review the first 100 years
and plan ahead. We must reaffirm our roles as creators and directors of that future and help realise its
human potential. Without such effort, we may find ourselves victims of our inherent intelligence,
curiosity and imagination – and a rather curious complacency.

Questions 1-4

Using NO MORE THAN THREE WORDS from the text, answer the following questions

1. According to the author, who or what became partners in the 1900s? science and technology
2. Something about the speed of change and the volume of knowledge was elusive. What was it?
measurement
3. What was the main contributory factor to the growth of the management consultancy
profession, as world markets changed? Inexorable change
4. What does progress have that change does not? Benefit

Questions 5-8

Choose the most appropriate letter A-D

5. Progress can be seen as action taken after consideration of ______

A) company priorities for the future.
B) the past, the present and the future.
C) mistakes made in the past.
D) experiences and objectives.

6. Some types of manager ______

A) are always changing things.
B) make changes for no apparent reason.
C) try to increase staff morale.
D) try to impress their colleagues.

7. When the first lunar landing happened, ______

A) many people were watching it at home.
B) fact became fiction.
C) a lot of people thought it was a joke.
D) science fiction became like Christmas.

8. The space shuttle explosion showed that ______

A) nothing is exciting anymore.
B) TV can show shocking things as well as exciting ones
C) accidents are bound to happen.
D) the astronauts were to blame.