Abstract
Abstract The Educator as a Technician, the Technology of Pedagogy The article reconstructs the ambivalent history of dealing with the metaphor of technology between educational philosophy, practical knowledge of educationalists and empirical educational research. The sharp rejection of technology and a relatively unproblematic reflection and use of pedagogical technologies characterize the historical situation. The diagnosis of the simultaneity of technology deficit and technology verdict has redefined the subject and above all has shown that, despite new research, there is still no universally recognized understanding of the practices of education or clarity about the connection between knowledge, science and action in basic theory and educational philosophy. The metaphor codes fractions, but complicates the formation of theory.
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