Originally published in 1991, Douglas Noble traces the enormous,
yet uncharted, influence of military research and development on
post-war American public education, drawing implications for
current debates about the means and ends of education in our
technological society. As a case study, the book provides a
detailed account of pioneering experiments in computer-based
education which took place during the late 1950s within the context
of military research on man-machine systems. By extracting key
paradigms of this military research and demonstrating their
continuity with the most recent research in computer-based
education. Noble offers a new, historical perspective on the
significance of computers for education. The conclusion offers a
provocative analysis of the political economy underlying the recent
alignment of education with technological developments in computer
science, artificial intelligence and cognitive science.
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