Recovering Beauty Through STEM Science Education: A Letter to a Junior Colleague

David W. Blades

Abstract


Although usually a strong critic of STEM, the author of this paper argues that STEM as a curriculum heuristic is not necessarily a delimiting framework. Reviewing the history of acronyms in science education, this paper argues that curriculum organizers represented by acronyms are constantly evolving in science education but the meaning of these acronyms lies in the lived curriculum of teachers and students. An example of infusing STEM with questions about beauty is used to illustrate how teachers with students might undermine and redirect the neo-liberal imperatives of STEM towards a science education for all citizens that enables a healthy, informed, responsible democracy.

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