The paper begins by surveying educational practices in early societies, as well as the birth of mathematics as a discipline and the first steps towards what might be considered mathematics education. A brief analysis of the nature of mathematical reasoning and hints of the sociology of mathematics precede a brief account of the birth of modern science and technology, as well as a capsule account of the evolution of medieval society and the place of science and education in it. Some remarks on the political changes in this century set the tone for questioning the nature of mathematics, of mathematical creativity and the role of mathematics education in enhancing creativity. A glance on what we see as a future for mathematics education, with implications for developing societies, closes the paper.