How do technology and space interact? How has this relationship developed in the history of pedagogy? And what effects do these spatial-technical relations have on the image of man? The following contribution attempts to explain at least a few aspects of these concepts, which are charged with humanities and social sciences as well as pedagogy, and first approaches the relationship between technology and space via a detour: under conditions of technocracy, domination (kratos) and space are discussed as a pedagogical technique of spatialization; in a second step, in which technology is understood as the linking of science (logos) via space, the latter is negotiated under the concept of de-spatialization.