Making classes and education a little more STEAMy
March 11, 2011
{there is nothing NSFW about this post, but now that I have your attention…}
In the past five years, much of our domestic discourse regarding education and education reform has revolved around STEM training, so that the US can manufacture more scientists, technologists, engineers and mathematicians. For a long time, I agreed with this predominant position because it made lots of sense on face value.
After completing degrees in both technology and “math” (computer science and an mba), and what could also be called an “art” degree (design), I find myself disagreeing with the emphasis on STEM learning in a vacuum. As automation accelerates and makes our lives filled with less repetitive work, the need for more creativity and innovation in our day-to-day careers will only increase. While there will always be a need for liberal arts majors to help communicate and express new ideas, that’s not exactly what I’m referring to here. It’s universally necessary to be able to think creatively and solve problems more than ever (Even for “nerds” with STEMmy backgrounds like computer science). Maybe training in the arts and other similar creative domains can contribute more organic growth to the economy and advances in the sciences and technology than we’ve ever thought before.
I didn’t come up with the acronym “STEAM“. I’m not entirely sure who did, but the idea of focusing on the arts has been discussed before by many before me, including John Tarnoff in this Huffington Post article. Here’s a short clip:
“A” skills in the 21st century actually apply to a larger, broader segment of the workforce than STEM skills. America’s competitiveness is equally distinguished by its creative industry productivity and exports, from movies, TV and games (traditionally the highest-ratio export business in the nation) to architecture (Bilbao Guggenheim, anyone?) to the myriad of leading writers, designers, graphic artists and others who use their imagination to create new products and services — and the infrastructure of creative enterprise managers (producers, editors, financiers, marketers) that support and run their businesses. This cadre, that sociologist Richard Florida defined in 2002 as the Creative Class, represents approximately 30 percent of the United States workforce. In contrast, a quick look at NSF statistics indicates that science and engineering makes up approximately 10 to12 percent of the United States workforce.
