This article asserts that STS-oriented curricula, while of value in presenting a more authentic view of scientific practice and its cultural context, are too timid in their approach towards the political interests and social values that underpin scientific and technological developments. A case is made for politicizing students through an issues-based, technology-oriented curriculum aimed at social critique, values clarification, and preparation for sociopolitical action. (This paper is a summary of Hodson, 2003). [See: "Time for Action: Science Education for an Alternative Future," by Hodson, Derek. "International Journal of Science Education," v25 n6 p645-70 Jun 2003 in ERIC at EJ672139.]