Toward a State-Critical STEM Education

Authors

  • Jamie Eric Teeple The Ohio State University

DOI:

https://doi.org/10.14288/ce.v9i16.186272

Keywords:

STEM Education, Dewey, Counts, Democracy, Anarchism, Reform

Abstract

In this essay, I will explore the role of STEM education (and educators) in efforts for egalitarian social change. This entails asking and attempting responses to the following questions: How does STEM education relate to the state and economy? Is it an outgrowth of the logic and the aims of the state? Is it imbued with capitalistic aims? How might a STEM education opposed to these socio-economic aims appear: one of left-libertarian, even anarchist, sentiments? Is it possible – even preferable to the former? I will also attempt to respond to these questions by relying in part upon Nataly Chesky and Mark Wolfmeyer’s (2015) Philosophy of STEM Education: A Critical Investigation and Judith Suissa’s (2010) Anarchism and Education: A Philosophical Perspective. I will thus explore how STEM education is poised to evolve in various directions and determine which of these would most commensurate with egalitarian educational, social, economic, and ecological aims.

Author Biography

Jamie Eric Teeple, The Ohio State University

I am a Ph.D. Candidate in the Philosophy and History of Education Program, Department of Educational Studies, at The Ohio State University.

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Published

2018-10-15

Issue

Vol. 9 No. 16 (2018)

Section

(Re)Considering STEM Education

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