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In 1939 American scholar Robert S. Lynd first published his classic book Knowledge for What? (Lynd, 1948). It provided statements on the requirement for social science knowledge to serve policymaking. This paper addresses the requirement for science and technology education policy to undergo changes dictated by the 21st-century environment. It also identifies the inseparable links between political governance and educational policymaking. Views of 50 global professionals were solicited for their answers to the fundamental question: Science and technology for what? Experience of the respondents was in science, technology, education, religion, defense, engineering, space, business, and government. This paper classifies and summarizes those responses, then provides the author's analysis and conclusion that humanity has reached the point in history where its long-term future is doubtful if both policymaking and education fail to formally conclude that the answer to the question, Science and technology for what? ... is determined to be: Global humanity. The paper, therefore, is more concerned with the strategic answers to the meta question of Science and technology for what? than the precise answers for individual science disciplines. The paper data-reduces focus group responses into 18 categories (Figure 1), and provides only illustrative discrete uses of what education for science and technology within those categories should do. The reader will grasp the complexities of moving from strategic decisions to changes within the disciplines of science and the applications of technology., 'Fundamental issues facing humanity are not receiving adequate attention. These include ... implications and uses of science and technology and their regulation, especially in regard to interventions with human evolution.' [...]