The French sociologist Jacques Ellul has had great influence on contemporary thought about the role of science and technology in the emerging global society. His books "The Technological Society" (1954) and "The Technological System" (1980) characterize the new social context as a tightly interlocked global technological system increasingly dominated by monolithic "technique" with both "technicist" and "humanist" components. This paper attempts (1) to summarize Ellul's major theoretical concepts, arguments, and conclusions; (2) to highlight the role of educational research and techniques in his global technology system theory; (3) to relate Ellul's thinking to social context issues underlying American educational research; and (4) to assess Ellul's position on education and related techniques of social control. Ellul asserts that humanity is becoming encircled in a complex politico-technical system that controls and will eventually absorb us all. Modern technique is almost limitless and is characterized by rationality, automatism, self-augmentation, monism, universalism, and autonomy. Human techniques lubricate mankind's adjustment to the new machinery and organizational structures. Certain dominant paradigms of educational research, whether behaviorist or progressive, reinforce Ellul's viewpoint, as more and more technicians are created to fuel the system. Reliance on "social efficiency" and standardized testing further illustrate technique's domination. The paper concludes by refuting Ellul's indictment of progressive or humanist approaches to education. Ellul's "identity thesis" fails because the technician is ultimately as important as the method itself. Ten references are included. (MLH)