The term was coined in 1961 in an influential work by JD Bernal. It originally referred to a global development and came to be used in the GDR via translation by Ludwig Boll (Laitko, 1996, p. 35). The scientific-technological revolution was understood as a process of increasing scientification (Verwissenschaftlichung) of the means of production as well as of the forms and organizations of work and a steady increase in the level of education and increasing qualifications of workers (cf. Bialas, 1978).
Against the backdrop of the competing political system and the Cold War, the concept of a scientific-technological revolution played an important role in the GDR. The Marxist interpretation of economic developments after 1945 was fundamental: initially there was talk of a second industrial revolution (Zweite Industrielle Revolution), which was understood to be strongly influenced by technology, but now a scientific revolution was also diagnosed. Since the fundamental importance of understanding exact natural science for the advancement of socialist societies was assumed, it was important to ensure the integration of science as a productive force for society (Produktionskraft). The scientific and industrial developments of the scientific-technological revolution had significantly accelerated the process of developing natural science into a direct productive force and this process was understood to be up for completion under communism - according to the philosophical dictionary of the GDR from 1964 (Klaus & Buhr, 1964, p. 615).
This understanding of social and technological developments was used, not least in the field of education, to justify reforms as relevant to society. In 1970, Gerhart Neuner, director of the Academy of Pedagogical Sciences (Akademie der Pädagogischen Wissenschaften, APW) defined the scientific-technological revolution as a trend that would define the times, as a result of which mechanisation and scientification would permeate industry and social life alike, and the GDR's education system had to take this into account with its curriculum reform.
Literature
Abele, J. (2009): Technik und nationale Identität in der DDR. In: Schleiermacher, S. & Pohl, N. (Hrsg.): Medizin, Wissenschaft und Technik in der SBZ und DDR. Organisationsformen, Inhalte, Realitäten. Husum: Matthiesen, S. 243–258.
Bialas, V. (1978): Die Konzeption der wissenschaftlich-technischen Revolution und die historische Kategorie ‚Wissenschaftlich-technische Revolution‘. In: Sandkühler, H. J. (Hrsg.): Die Wissenschaft der Erkenntnis und die Erkenntnis der Wissenschaft. Stuttgart: Metzlersche Verlagsbuchhandlung, S. 362–369.
Klaus, G. & Buhr, M. (Hrsg.) (1964): Philosophisches Wörterbuch. 1. Aufl. Leipzig: Verlag des Bibliographischen Instituts.
Laitko, H. (1996): Wissenschaftlich-technische Revolution: Akzente des Konzepts in Wissenschaft und Ideologie der DDR. In: Utopie kreativ 7, S. 33–50.
Neuner, G. (1970): Wissenschaftlich-technische Revolution und Bildungsreform in der Deutschen Demokratischen Republik (DDR). In: Internationale Zeitschrift für Erziehungswissenschaft, 16, 3, S. 286–297.