It is believed that science has a certain universality; however, the universality of science is no more than an assertion made by science itself. Universality should be criticized when one wants to conduct STS-education: "teaching science content in the authentic context of its technological and social milieu." When a western society criticizes it, a general question will be raised: What is science? STS-education seems to introduce epistemology into science education. The epistemology is an investigation of the method or grounds of knowledge, and finally leads to the following question: What am I? The significance, or the reason for being, of STS-education is entirely different in a non-western society. In criticizing science a non-westerner will never ask what I am; he can merely know what a westerner is. Since education should perform an important function in letting students form their personalities through asking "What am I?", the non-western society cannot regard STS-education as education at all. For the non-western society the original significance of STS-education is necessary. The present report concludes that only cultural relativism can make it possible for STS-education to fulfil the essentail criterion for education.
