Thanks for highlighting this. I am researching the teaching of code & hardware skills to artists and most of the literature around STEAM is as you say, very lopsided, harnessing the arts to get better engagement in STEM. But what about harnessing STEM creative types?
Greg
> On 30 Nov 2015, at 7:23 am, "Paul Fishwick" <metaphorz@gmail.com> wrote:
>
> Since STEAM is on the table of discussion, this may be relevant - just posted it:
>
> http://creative-automata.com/2015/11/29/why-the-steam-argument-is-one-sided/
>
>
> Paul Fishwick, PhD
> Chair, ACM SIGSIM
> Distinguished University Chair of Arts, Technology, and Emerging Communication
> Professor of Computer Science
> Director, Creative Automata Laboratory
> The University of Texas at Dallas
> Arts & Technology
> 800 West Campbell Road, AT10
> Richardson, TX 75080-3021
> Home: utdallas.edu/atec/fishwick
> Blog 1: creative-automata.com
> Blog 2: modelingforeveryone.com
> LinkedIn: metaphorz
> Twitter: @representationz
>
>
>
>
>
>
>> On Nov 29, 2015, at 10:12 AM, roger malina <rmalina@alum.mit.edu> wrote:
>>
>> yasminers
>> from sheila pinkel in california
>> roger malina
>>
>> STEM, STEAM, STEAMS
>>
>>
>>
>> By Sheila Pinkel, September 2015
>>
>>
>>
>> Due to poor U.S. student performance in the sciences, in 2006 the STEM
>> concept for enhancing education in science, technology, engineering
>> and mathematics was introduced in classrooms. (1). Beginning in 2012
>> educators in Massachusetts, New Mexico and Rhode Island started
>> experimenting with STEAM, adding art to the educational model. The
>> chief objectives of the STEAM movement, according to RISD, were to
>> "transform research policy to place art and design at the center of
>> STEM" and "influence employers to hire artists and designers to drive
>> innovation." Educators also said they wished to see art and design
>> take a more central role in education, from kindergarten through
>> college. (2)
>>
>>
>>
>> I applaud these initiatives to enhance interdisciplinary learning.
>> However, there is an important component still missing. Society, or
>> STEAMS, needs to be added to create a complete educational model in
>> which the history and social implications of science, social science
>> and art are considered as well.
>>
>>
>>
>> Historically there are very famous examples of the importance of
>> understanding the social implications of scientific research. For
>> instance, Leo Szilard, the first physicist to conceive of a chain
>> reaction that could become an atomic bomb, in 1939 authored with
>> Albert Einstein a letter to President Franklin Roosevelt expressing
>> his concern about Germany making an a-bomb first. However, once the
>> Manhattan Project had produced one, in the spring of1945 Szilard
>> became concerned about consequences of using the a-bomb before an
>> international control agreement had been discussed with the Soviets.
>> After WWII Szilard founded the Council for a Livable World because he
>> understood the importance of creating dialogue about the developments
>> in science, especially as they relate to issues of war and peace.
>>
>>
>>
>> Today it is important to consider the social implications of a
>> worldview that has shifted from the domain of religion and philosophy
>> to the sciences. Changing cosmological paradigms on the part of
>> physicists because of rapidly changing knowledge about the macrocosm
>> and microcosm in the universe has resulted in a master narrative about
>> cosmological origins that is in constant flux. However, there is
>> little commentary about this shifting construct of 'truth' and its
>> affect on our lives and culture. As a result, when I asked may people
>> about their thoughts about finally being able to 'see' the Higgs
>> Boson, they said that it didn't matter to them because it has no
>> impact on their lives.
>>
>>
>>
>> In colleges and universities, the fragmented nature of an educational
>> system in which the implications of economic paradigms or views of
>> history are considered separately from the arts and sciences has led
>> to a lack of dialogue about these inter relationships. Thus, often the
>> human and social implications of the direction of research or works
>> produced are absent and there is not a conceptual container to
>> facilitate these discussions.
>>
>>
>>
>> Some educational institutions have added social and/or
>> multidimensional courses to their curriculum. For instance, Pitzer
>> College, Claremont, CA., requires all students to spend a semester
>> living and/or working with a local community to better understand the
>> realities and dilemmas confronting the people in that community. Bryn
>> Mar College, PA, offers three courses in one semester in which the
>> same fifteen students look at a subject from various perspectives all
>> semester. In the fall of 2015 the same students studied issues of
>> incarceration in three classes, taught by a political science
>> professor, social science professor, English professor and art
>> professor.
>>
>>
>>
>> By adding 'society' to STEM and STEAM, the terrain for social,
>> political, economic and/or historic discourse is available for an
>> added dimension of dialogue and understanding to take place.
>> Questioning the social implications of what we do can create clarity
>> and help guide our life choices.
>>
>>
>>
>>
>>
>>
>>
>> (1) "Science, Technology, Engineering and Mathematics (STEM)
>> Education: Background, Federal Policy and Legislative Action" (2008),
>> Jeffrey J. Kuenzi, Congressional Research Service Reports, Paper 35,
>> http://digitalcommons.unl.edu/crsdocs
>>
>> (2) "Gaining STEAM: Teaching Science though Art", US News NEWS: Eliza
>> Krigman, Feb. 13, 2014.
>>
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