The liberal arts, the sciences, and the education of good citizens (original) (raw)
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STEM and Liberal Arts Education
South China Morning Post, 3 May 2017
The recent report on Science, Technology and Mathematics Education (or the Tsui Lap Chee Report) issued by the Academy of Sciences of Hong Kong finds our secondary school curriculum and university admissions criteria have under-emphasised science education, and that this will hamper prospects in the new economy.
STEM and Liberal Arts Education in the New Economy
Hong Kong Economic Journal, 3 May 2017
The recent report on Science, Technology and Mathematics Education (or the Tsui Lap Chee Report) issued by the Academy of Sciences of Hong Kong finds our secondary school curriculum and university admissions criteria have led to the underemphasis of science education in the schools and that this will hamper the development of the innovation and technology ecosystem of Hong Kong.
The importance of adding the arts to STEM education
Souliotou, A. Z. (2016). The importance of adding the arts to STEM education. . In: Proceedings of the Pan-Hellenic Conference «Innovating STEM Education» [HiSTEM 2016]. (original article in Greek) , 2016
The proposed research effort aims to present and highlight the possibilities of the combination of Art and Technoscience (Technology + Science) in education. These possibilities will be explored mainly in and through the STEAM approach, which has recently appeared in the international literature and in education. The STEAM (Science, Technology, Engineering, Arts and Mathematics) approach emerged from the need to include the Arts in the set of disciplines that lead to innovation, enriching the former STEM that included Science, Technology, Engineering and Mathematics. The proposed research effort will examine the importance of this recent addition of the Arts to STEM practices by promoting the idea of an interdisciplinary approach to concepts as well as problem-solving and problem-seeking to stimulate children's creativity with the ultimate goal of achieving innovation. More specifically, it will be analyzed how the Arts introduce a new way of thinking that should be able to feed the artistic and scientific community, but also society, with interesting and innovative ideas and actions. This contribution of the Arts to STEAM educational practices is also to be explored through the development of STEAM workshops which are currently in their initial design phase.
EDITORIAL What STEM educations might we care for? Where, when, how and why?
This edition of JASTE is concerned with STEM in a variety of educational contexts and social relationships. In this regard, the assembled authors join with educators from around the world seeking better ways of understanding and shaping educational practices in response to what is fast becoming the dominant slogan and rallying call of contemporary education reforms.
Liberal Arts and Sciences Education: Responding to the Challenges of the XXIst Century
Voprosy Obrazovaniya / Educational Studies Moscow, 2015
This essay has two primary goals. First, it seeks to define liberal art and sciences as a system of higher education that involves curricular breadth as well as depth, student-centered teaching and academic and administrative structures which facilitate learning. Second, it makes the case for liberal arts and sciences education and why it responds to the demands of the XXIst century. The essay is informed by experiences of liberal arts and sciences education across not only in the United States, where it has found its greatest influence, but by the growing movement to experiments in Europe, Russia, the Middle East, and Asia. At its core, liberal arts and sciences education is concerned about the development of students and their capacity to learn, to express ideas and communicate effectively, and to adapt to changing circumstances. In countries where vocational training, hyper-specialization and didactic pedagogic approaches dominate higher education, liberal arts and sciences educa...
What STEM educations might we care for? Where, when, how and why?
2016
As the authors in this issue eloquently argue, educational reforms are under the increasing influence of neoliberalism. Whilst neoliberalism is widely lamented as a dominant ideology, it resists conclusive and rigid formal definitions. Indeed, a uniform definition of neoliberalism is lacking, and in its place various differing characterizations of neoliberalism are emerging in the literature (e.g. Tabb 2002; Harvey, 2005 & Mirowski, 2009). To a certain extent, the concept has become so pervasive that it remains unclear, and this may create a bit of confusion rather than insight, as to what exactly neoliberalism is, how and where it operates, and which forms can it take. Some authors reiterate the need for thinking about neoliberalism both in the plural and as ongoing projects with different consequences and degrees of success in their implementation (see Peck & Tickell, 2002 & Pleweh, 2009). Kingfisher and Maskovsky (2008), for instance, even go as far as to suggest that the concept...
Folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art-history degree." (President Barak Obama, 2014) Our students tell an anecdote that scribbled above the toilet paper roll in the rest room of a local pizza place are the words, "sociology degree." It is clear that our majors do not usually go into high-paying occupations like investment banking, but my colleagues and I continue to believe that a broad liberal arts education is excellent preparation for both work and life. How else could we justify graduating young people without readily marketable training and skills,
Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics,
Science, 2018
The Emergence of STEM Governments and industry are highlighting the importance and need for a highly capable STEM population with creativity, problem solving, critical thinking, and communication skills to ensure not only economic, but also social and cultural prosperity, making the world a better place to live in. Many research publications, reports and policies have been highlighting the importance of STEM lessons and educational experiences: 1. STEM lessons encourage children to go deeper in their understanding of important mathematics and science concepts. 2. Students become innovative critical thinkers and more able to make good decisions. 3. Students understand how to approach and solve problems. 4. Students develop a sense of ethics and social conscience. 5. Students develop good collaboration skills. STEM lessons and projects have a major emphasis on teamwork and communication. 6. Students become more technologically literate. 7. Students understand how their STEM coursework opens doors to future careers. (Jolly, 2017). Therefore, there have been calls to integrate STEM right across education systems and the need to prepare students with twenty-first-century skills through STEM-related teaching, especially at the grassroots at primary and second level (Roberts, 2012). “On its surface, “STEM” is the acronym of Science, Technology, Engineering, and Mathematics. However, when you pull that first layer away, you reveal the most elaborate puzzle in the education world. Most educators know what STEM stands for, but how many really know what it means?”(Gerlach, 2012). This article will focus on what STEM is? and the characteristics of truly authentic STEM learning experiences, activities and events accessed at: https://www.ista.ie/wp-content/uploads/2018/06/Science-May-2018-copy.pdf