Critical Inquiry into STEM Education

Abstract

In this chapter, we offer a detailed, rigorous inquiry into STEM education policy that uses philosophical methods resting primarily on the philosophical categories: axiology, ontology, and epistemology. In a deep exploration of the what, why, and how of STEM, we employ a unique approach rooted in the work of philosopher Alain Badiou. To begin, we review his writings on mathematics and set theory in particular, as this will launch our exploration. After which, we detail our approach in selecting and analyzing STEM policy documents. The inquiry and analysis reveal the revolutionary potential in STEM education, something that might not be intended by policy but exists nonetheless.