Chapter 1: The Rise of STEM and Its Implications

In the years leading up to the controversial educational reforms introduced by Betsy DeVos, there was a concerted effort to engage more young learners in the fields of science, technology, engineering, and mathematics—collectively known as STEM. My colleague, John Maeda, later suggested incorporating an “A” for art, thus forming the acronym STEAM.

This initiative emerged in response to the rapid transformations stemming from the Fourth Industrial Revolution. As technological advancements surged, particularly in computing, society struggled to adapt to the swift evolution of knowledge and skills required for various professions. Graduates with degrees in Liberal Arts often found themselves entering a job market that demanded more specialized skills, highlighting the urgent need for a workforce educated in STEM disciplines.

The past decade has witnessed remarkable breakthroughs across numerous fields, including medicine, artificial intelligence, genetics, and gene editing. The acceleration of technology enabled the development of a vaccine for a global pandemic in under a year. Communication advancements allowed us to maintain professional and personal connections while navigating the challenges posed by the virus. Yet, the rate of change continues to escalate, impacting nearly every aspect of our daily lives.

However, the pandemic has underscored the disparities in access to these advancements, with benefits disproportionately favoring those from higher socio-economic backgrounds. As the world begins to recover, many individuals have lost jobs that may never return, replaced by innovations such as artificial intelligence, automation, and other emerging technologies.

The reality is becoming clear: technology alone cannot remedy the myriad challenges of the 21st century. Many innovations arise from the efforts of individuals in both small startups and large corporations. While these innovators are not inherently malicious, their primary focus often revolves around profitability rather than social equity. Personal assistants like Alexa and Siri are designed to gather data about users, primarily to enhance marketing strategies.

As these developments unfold, countless individuals struggle to meet basic needs, with many lacking access to essential, life-saving medications. Despite the potential of modern technologies to tackle significant issues—such as eradicating hunger, curing diseases, or promoting sustainable energy—effective leadership to champion these goals remains conspicuously absent. Current political structures often lack the moral and ethical oversight necessary for guiding decisions that impact society.

Amidst these rapid changes, many people are left feeling overwhelmed and anxious about the future. The last two decades have introduced an array of societal shifts, including:

• Acceptance of same-sex marriages and families
• Women assuming leadership roles
• Global movements for racial equality
• Instantaneous and sometimes misleading communication
• Ubiquitous tracking through personal devices
• Consumerism driven by targeted marketing
• Genetic modifications for disease prevention
• Laboratory-created life
• Automation in transportation and dining
• Algorithm-driven financial investments
• Swipe-based dating culture

This rapid evolution begs the question: Is this the future we desire? Who determines what is beneficial? Are the affluent alone responsible for charting society's direction?

To cultivate a well-functioning society, it is crucial to establish platforms for informed discussions that lead to a collective vision for the future. We need experts who can elucidate the choices available to individuals and society while anticipating their ramifications.

While some STEM educators are beginning to incorporate ethical considerations into their curricula, society still grapples with significant challenges—ranging from instances of injustice to environmental crises. The lessons learned from these experiences highlight the inadequacy of a solely STEM-focused education. We require ethicists, philosophers, and educators skilled in moral reasoning and critical thought. Furthermore, we must develop inclusive methodologies that engage all members of society in these essential discussions.

Reflecting on our recent experiences with COVID-19, it is evident that proactive conversations among families, friends, communities, and representatives about our collective priorities are imperative. Without a clear framework for collaboration, society risks descending into persistent conflict and fragmentation, a cycle we have endured for centuries. If we do not make substantial changes, future generations may face significant hardships.

We now inhabit a new world—one that we are actively shaping rather than merely responding to. There remains an opportunity to navigate this transformation thoughtfully.

Section 1.1: The Value of Ethical Leadership

Chapter 2: Video Insights on STEM Education

The first video titled "STEM vs NON-STEM MS Courses in the US | MS in the US" discusses the differences between various master's programs in the United States, shedding light on the importance of STEM education in shaping future careers.

The second video, "To Stem or Not to Stem, That Is the Question?" delves into the debate surrounding the relevance and necessity of STEM education in contemporary society.