STEM–the combined educational disciplines of Science, Technology, Engineering, and Mathematics–“was first ‘coined’ as an educational term by the National Science Foundation (NSF) in the early 2000s.” [William E. Dugger, circa 2011]
Of course, science and math have long been part of the school curriculum. STEM, then, arose out of the desire to apply science and math in the form of technology and engineering.
More recently, a move has been afoot to introduce a more creative element to STEM in the form of Art. The result, alternately designated STE(A)M (somewhat patronizingly, I contend) or STEAM. Two sites that elaborate on this introduction are STEM to STEAM and STEAM Not STEM. As STEAM Not STEM’s home page suggests, the addition of Art is both for its value and to stave off the decline of art in our K-12 curriculum.
I’m on board with the spirit behind STEM and equally on board with the spirit by the extension to STEAM. But at some point, we run the risk of diluting the attention we’re attempting to draw.
With STEAM, do we really mean to exclude Reading/Literacy (the R in the titular STREAMS) and Social Studies (the S)? And once we include them (and foreign language, and electives, and …), aren’t we just talking education as a whole?