In this second edition, as in the first edition, Africa's development problems are examined from psycho-philosophical, socio-economic, and educational perspectives. However, this time around, pedagogy in science has been incorporated as Part II of the book due to popular demand. Science and technology are portrayed as having a unique role in resolving Africa?s development problems via the inculcation of a techno-scientific culture. And science itself is de-mystified and portrayed as a common heritage of humankind that Africans ought to feel proud to embrace rather than dubbing it an element of foreign culture. Like all other intellectual disciplines, science and education are shown to have both disciplinary and professional goals. An appeal to these results in the elevation of science education to the status of an intellectual discipline in its own right: its disciplinary goals are derived from science whereas its professional goals are derived from education. Encapsulation is defined as and identified as a feature of the traditional educational paradigm that militates against meaningfulness in education instruction. Equally critiqued are other key elements of the traditional paradigm, including educational research and curriculum development, alternative approaches being proposed and discussed whenever appropriate. While the book will enrich existing science education programmes, it will certainly prove to be an invaluable resource in the design of new, more relevant programmes in the field, befitting of adoption in the current millennium.