1268 



it means a radical transformation of society and man's outlook towards 

 society: it means virtually a reconstitution of his whole being — 

 cultural, psychological, social, and even religious.''^^ 



To quote further from Caryl Haskins : "Only in a cultural climate 

 where the fundamental drives of curiosity and of the love of discov- 

 ery for its own sake are understood and cultivated can a true science 

 flourish." ^^^ Such a climate must be created in the LDCs if science and 

 technology are to take root and flourish and development is to occur. 

 For it is not just a matter of asking, "How can the people of techni- 

 cally less advanced countries learn the modern techniques?" Rather it 

 is to ask, "Will they learn them, and how can they be induced to want 

 to learn them ? " ^^^ 



Dilemma of Human Rights and Inequality. — These difficulties are 

 compounded by dilemmas that seem to defy resolution. One dilemma 

 centers on human rights; the other on inequality in human existence. 

 The first concerns rights of the individual as opposed to rights of the 

 state, obligations of the individual to himself as a free human being as 

 opposed to obligations assumed as a member of a community and 

 state. The Universal Declaration of Human Rights in article 13, para- 

 graph 2 proclaims the principle of freedom of emigration ; ^^° article 

 23 paragraph 1 reinforces this principle by proclaiming the right to 

 work, to "free choice of employment, to just and favourable conditions 

 of work and to protection against unemployment." Yet article 29 lays 

 down the principle of obligations to the community and state and 

 recognition of certain limitations on the exercise of individual rights 

 and freedoms, including those related to the general w^elf are in a demo- 



"**" Claire Nader observed that, "the education of the general population whose support, 

 in the end, will be needed in order for modern science and Its applications to root in a 

 society Is all important." After elaborating on the importance of educating the public in 

 the value of science and technology. Professor Nader quotes an African zoologist who be- 

 lieved that this did not go far enough. What is instructive in his comments is the depth of 

 the cultural changes that are needed In LDCs In order for science to flourish. He wrote : 

 ... if we wish the African to embrace more science than merely technology then 

 we must reach the basic root of the problem, his monistic world-view, and modify it 

 In a manner In which he can begin to regard Nature apart from himself or other 

 beings. The rewriting and remodelling of teaching materials which have been success- 

 ful in the West or in the East is not enough. We will have to begin from the beginning, 

 with the help of African social scientists and philosophers. This should be the founda- 

 tion of any new science policy for Africa. 

 (Nader, "Technical Experts In Developing Countries," Science and Technology in Develop- 

 ing Countries, pp. 467-4<)8.) 



For other aspects of the problem of transforming man's outlook on society, particularly 

 In the context of building an environment of science and technology, see Gerald Sykes, "The 

 Mental Renulrements for Modern Power." Science and Technology in Developing Countries, 

 pp. 5.53-5.59. In one Instance he speaks of "desacrallzation". that is, "a removal of the 

 sacred as an unconscious factor in one's mental processes." "New habits of desacrallzation," 

 he writes, "made science possih'e." 



*'' Haskins, op. cit.. p. 244. Dr. Haskins continues : "Paradoxically, it Is only when such 

 a science becomes deeply rooted as an element of high culture that a progressively innova- 

 tive technology can be maintained over long periods, fusing eventually into the close part- 

 nership with which we are familiar today. And even when attained, that partnership can 

 never be taken for granted. The maintenance of Its health and vigor requires constant 

 attention." 



"■"^Ward Hunt Goodenoutrh, Cooperation in Change: An Anthropological Approach to 

 Communitt/ Development (New York: Russell Sage Foundation, 1963), pp. 36-37. 



ero "Everyone has the right to leave any country. Including his own, and to return to 

 his country." This right Is an extension of the right in paragraph 1 of the same article 

 which states: "Everyone has the right to freedom of movement and residencp within the 

 borders of each State." The Secretary General's report, explains : "The first may very well 

 be regarded as the right of personal self-determination and would involve consideration 

 of a number of related rights of the individual, such as the right to liberty (article 3). 

 Freedom of movement or locomotion Is a constitutional element of personal liberty." 



