This issue raises the question of the ways and conditions of a function emanating from science and technology education. But the value emanating from science and technology raises paradoxes. Because the concepts of scientific or technological knowledge and the pathways to their appropriation are not equivalent in order to free themselves from the easements of ignorance, dogma and tutel exercised in the name of a superior knowledge. Without claiming to be exhaustive, this issue presents several reflections and case studies, in different contexts, which make it possible to think about this issue of emancipation through science and technology education. This is an outline for a multi-referential approach to the subject based on a set of work involving mainly psychological and didactic interpretation frameworks.