Toward a Philosophy of STEAM in the Anthropocene

Autor/in	Guyotte, Kelly W.
Titel	Toward a Philosophy of STEAM in the Anthropocene
Quelle	In: Educational Philosophy and Theory, 52 (2020) 7, S.769-779 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guyotte, Kelly W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1690989
Schlagwörter	STEM Education; Educational Philosophy; Sustainability; Ecology; Interdisciplinary Approach; Elementary Secondary Education; Higher Education; Ethics; Educational Theories; Responsibility + Suchen Sie Ihr Suchwort? STEM; Bildungsphilosophie; Erziehungsphilosophie; Nachhaltigkeit; Ökologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethik; Educational theory; Theory of education; Bildungstheorie; Verantwortungsübernahme; Zuständigkeit
Abstract	This paper proposes a philosophy of STEAM education in the current moment, the Anthropocene. Whereas many proponents of STEAM focus on outcomes related to cultivating a more creative and competitive generation of STEM workers, it is, more importantly, an approach to education that can foster spaces for transdisciplinary conversations surrounding critical issues of the Anthropocene -- those of ethics, sustainability, and relationality. Thus, the question arises, "How might we understand/practice STEAM education differently?" This philosophy of STEAM in the Anthropocene is inspired by the guiding notions of Braidotti's affirmative ethics as well as Stengers and Ulmer's conceptions of slow(ing). These perspectives challenge the ideologies and practices that have created and sustained divisions between the arts and sciences, while also promoting different ways of engaging in/with the world. Entangled in this conceptual framework are three concepts that might guide STEAM education moving forward: transdisciplinarity, relationality, and responsibility. With these notions as inspiration, this paper asserts a philosophical vision that takes seriously the realities of our Anthropocenic present and considers how educators might move with, rather than push against, the challenges that continue to present themselves. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01