If you were challenged to define what math is, what would you say? How about science? What makes the two different, or maybe even the same? I started exploring the idea of what makes up these educational disciplines as a result of hearing the term STEM more and more in the news. STEM is a short-hand way of referring to science, technology, engineering and mathematics, but is this term simply a collection of separate items, or could there be something larger at play here because of the overlaps between these disciplines? Is there greater benefit to the whole than simply its parts and could this concept be applied to other similar examples outside of education as well?
While noodling with the idea of categories and boundaries, I remembered a discussion I had with Vinton Cerf from Google many months ago. Vint is frequently cited as “the father of the Internet,” a title he will quickly point out involves the contributions of many of his fellow colleagues, and not just those of his own.
During our meeting we talked about how Google looks at the world of content. Vint shared with me the following:
“In the academic world it has become traditional to speak of disciplines, and that’s an organizational artifact; geology, history, English, physics, chemistry, medicine, and so on. Yet when we dive down deep we discover this is all a continuum. These things are not really broken up with such hard walls and barriers between them. Understanding that those disciplines are actually related to each other in a very intimate way is an important thing. I want to be careful about the idea of organizing information into categories. That can be helpful abstraction but it’s dangerous if you actually believe these things are segregated from each other.”
Upon reflecting on Vint’s words, I immediately thought of a quote by the great media thinker Marshall McLuhan, who famously said:
“Anyone who makes a distinction between entertainment and education doesn’t know the first thing about either.
Connecting the dots between the two statements came over me like a tidal wave. Could we as media creators, educators, researchers, whatever the industry, be carrying with us artificial boundaries that prevent us from making real breakthroughs in our field? If we look for new ways to engage audiences through media creation, wouldn’t it be in defining new boundaries that reshape society’s thinking about these boundaries?
Simply being aware that we have the ability to redefine those boundaries may actually be the first step in creating something larger, something that is truly breakthrough. How would you define the boundaries between education and entertainment? Or should we instead define the overlaps, or maybe even define how we wish those boundaries to be drawn? The overlaps appear to change and grow with every advance in technology. Their sum is greater than the parts. To separate the two diminishes our ability as creators to discover new opportunities and reach audiences in ways never before dreamed possible.
Scott Traylor defines the vision behind the Boston-based digital development and consulting firm known as 360KID. His youth-focused company specializes in product ideation, market testing, and product development as a service to companies interested in engaging kids through through a variety of different media platforms used in the consumer marketplace as well as in the classroom. Scott is actively involved in research, writing, and speaking about user engagement through new technologies, social media, and various consumer-based delivery systems. When Scott started his business over 21 years ago, he also doubled as a computer science teacher, working with graduate students to develop new digital experiences. He is involved with many consumer and education events related to kids and technology. Scott is a Board of Director and Trustee member to two youth-focused educational organizations and advises a small number of venture backed eLearning startups and virtual worlds for kids. Recently Scott has also been nominated the 2011 Ed Tech Pioneer to Watch.