I’m really pleased to have published an article in the print and online version of the Times Higher Education, inquiring into the relevance of the STEM acronym, 30 years after it was coined. I’ve worked across many subjects and taught in science and art schools.
What I’ve learned is that the divisions between subjects leave us absent of the kind of holistic world view we need to take us to a future we can really embrace as being the best of humanity. This article discusses the loss that has ensued from a STEMinist mentality in our knowledge systems, while also considering that the underlying vision has led to an impoverished appreciation for what it could have been and meant. Even within the natural sciences, divisions between subjects are rigid in the main part, as researchers are pushed into ever greater competition for resources and this works to our detriment.
Here’s the LINK to the article.