The rise of modern science and technology itself gave rise to distinctive discussions of what has since the modern period been taken as a defining characteristic of being human — namely, free will. The main questions have been: To what extent is science able to know the foundations of free action? What are the possibilities for the technological manipulation or control of such action?¹ Expanding on such basic questions are a host of more specific ones: Does scientific and technological progress expand human freedom, as nineteenth-century positivists believed, or does it limit freedom? Is freedom different in the so-called "developed" than in the "developing" world? And most immediately relevant to the present discussion: Is human freedom subject to socio-technical control by pedagogical means?²