Creativity has been the long-standing missing ingredient in education. Companies have been desperately seeking it since the last depression. Creative thinking leads to innovation, and innovation leads to success. Sure, science, technology, engineering and maths are necessary, but without the initial creative stimulus for solving a problem or imagining the possible, nothing would ever be accomplished.

Jon Kamen of the Rhode Island School of Design explains STEM is missing a crucial ingredient. Kamen and many others are suggesting that STEM be changed to STEAM, for science, technology, engineering, art and mathematics.

I like the idea of adding the arts to STEM to get at the idea that creative problem solving should be encouraged. But as Vince Betram points out adding an A to the acronym might be missing the point.

I’m often asked why science, technology, engineering and math are the only words used to create the acronym, and when Project Lead The Way (PLTW), the STEM organization I am proud to lead, will change STEM to STEAM, STREAM or STEMM — incorporating art, reading or music into the acronym. If that is the debate, we are clearly missing the point. It’s not about adding to the acronym, but instead adding to the relevancy of learning. It’s about showing students how technical concepts relate to real-world situations and providing them with hands-on projects and problems that help them apply concepts in a new context. It’s about nurturing students’ curiosity and helping them develop creativity, problem solving and critical thinking skills. STEM isn’t simply the subjects in the acronym. It’s an engaging and exciting way of teaching and learning.

One crucial point that adding the arts to the STEM might gloss over is encouraging students to learn from one another. In the arts in particular the belief in the myth of the lone genius is very strong. Getting students working together rather than sitting alone at their desks is crucial for preparing them for the challenges they’ll face in the real world.