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Redefining steam to steam ∀h (steam for all humanity) in higher education.

1. Introduction

1.1. towards humanity-centred design, 1.2. the exploria project: previous works.

• Great Books
• Introduction to Christianity
• Keys to Contemporary History
• The Church’s social doctrine
• World and modern man
• Anthropology
• History and Society
• Person and Modern World
• History of Culture (Western)
• The Church’s Social Doctrine

2. Purpose of This Article

3. steam ∀h (for all humanity) definition, 3.1. definition of the original steam model.

• Science (S) : It deals with everything that exists naturally and how it is studied. In this way, physics, biology, chemistry, biochemistry, Earth and space sciences and others close to technology, such as biotechnology or biomedicine, are considered areas of scientific education [ 30 ].
• Technology (T) : This is responsible for studying everything that has been created and manufactured by humans [ 30 ]. As a school discipline, technology was the last to reach the educational plans and since it did the connections with mathematics and sciences became evident as they were existing disciplines that supported their appearance, technology being the most transversal subject of all the established disciplines [ 31 ].
• Engineering (E) : According to [ 30 ] Engineering is understood as the “use of creativity and logic, based on mathematics and science which uses technology as an agent to create contributions to the world”. That is, engineering is the use of science and maths for designing new technology [ 32 ].
• Mathematics (M) : Mathematics is the discipline that studies numbers and their operations, the handling of algebraic expressions, analytical geometry, the handling of measurements, data analysis, probability, problem solving, logical reasoning and their communication [ 30 ]. The essence of mathematics is problem solving and this subject is necessary to define, analyse and solve all kinds of real life problems. From an interdisciplinary perspective, mathematics in the STEM field is revealed as the common language to the rest of the fields, the language through which all communications are regulated, defined and understood [ 30 ].
• Art (A) : According to cite Yakman08, this discipline can be divided into several types: language arts, fine arts or plastic arts, physical arts, manual arts, and liberal arts that encompass the social sciences. Several of these arts have been considered independent disciplines in educational systems, such as language arts, social sciences, plastic or physical arts through physical education [ 30 ]. From this point of view, the presence of “art” in the educational world is broad and would not be limited to the plastic and manual arts.

3.2. Redefining the Original STEAM Model in STEAM ∀H, (∀H, for All Humanity)

• Fine arts : Everything regarding topics traditionally covered in “art” classes, such as painting, sculpture, colour theory, and tangible creative expressions.
• Physical arts : Those topics that include personal or collective movement, sports, dance and performance.
• Manual arts : Topics related to particular physical or technical skills needed to manipulate objects.
• Liberal arts : This is the broadest category since it included the social sciences such as sociology, philosophy, psychology, theology, history, civics, politics and where the field of education itself is also included. Ref. [ 5 ] literally defines Liberal arts as Liberal arts (Social): Including Education, History, Phylosophy, Politics, Psychology, Sociology, Theology, Science Technology Society (STS) and more .

3.3. Definition of the STEAM ∀H Model

• Liberal arts : This category includes the social sciences such as sociology, philosophy, psychology, theology, history, civics, politics and where the field of education itself is also included.

4. STEAM ∀H in EXPLORIA

4.1. exploria project in the degree of engineering in industrial design and product development.

• Act I: Shape
• Act II: Volume
• Act III: Colour
• Act IV: Space
• Act V: Structure
• Act VI: Project

4.2. Catholic Social Teaching (CST)

4.3. activities and sessions carried out during module ii.

• Session (mathematics). Maths session in which symmetry and proportions are discussed. In this session, students study the concept of symmetry and proportion in a theoretical way and subsequently by using the application exercises, they motivate the formal study on some artistic representations. These are related to the iconological content of it. The works of study are from the Muslim, Christian, Egyptian and contemporary periods. The study of rotational symmetries from the iconographic sense is very important, using the concept of vanishing point and repetition of motifs, in order to build the group of isometries, as well as to investigate in the iconological understanding of the work.
• Session (shape representation). Dedicated to discovering the proportions behind the human body, golden number, to draw it beautifully proportioned.
• Session (basic design): Here we will understand, analyse, apply and create the shape in two dimensions according to its size, proportion, visual weight, and how to compose on basic reticles and relate to others through various interrelations—intersection, overlapping, penetration, etc.—aiming to obtain a balanced and aesthetic result; for which the isometric transformations linked to mathematical calculations will be used in subsequent sessions.
• Session (physics). Physics session in which measurement units and errors are discussed. An experiment is performed to measure the golden number or divine proportion by measuring the proportions of the phalanges of the fingers and arm. The results obtained are pooled and the measurement and error of the whole class experiment is obtained.
• Session (shape representation). The human face, beautiful and well structured, is governed by a series of parameters, proportions and relationships, including the golden number, among the various elements that compose it. In this kind of drawing task they are discovered and applied.
• Session (basic design + shape representation). The link between identity and shape is transmitted. Whenever a two-dimensional form must convey a message, contain a meaning/s or represent a brand or person, its utility and aesthetic result -beauty- will lie in the simplicity and ease in which it integrates different concepts, characteristics or qualities. In this session the students analyse themselves to create a personal brand, a logo that identifies them, a shape justified with their personality and essence. In subsequent sessions and other subjects, the student will discover the style and characteristics of the person and work of Antonio Gaudí, and identity with shape will be linked again. The students will have to recognize the organic and geometric shapes that identify this author and they must also try to understand the balance, proportion and beauty resulting from the inspiration of the author in nature.
• Session (CST and basic design). After the initial learning about the elements that define a space, their organization and relationship, as well as the application of them in various practical exercises; in this two-day joint session (8 h in total), the student is shown the concept of universal accessibility (which includes physical and cognitive accessibility), as well as being shown the reality of diversity in society and vulnerabilities in youth to, from all this information, analyse the space of our school (The ESET Technical School of Engineering) and propose, through the design, improvements that allow the Universal Accessibility of our school for all users and visitors.
• Session (mathematics). Mathematics session in which we talk about Gaudí and the Holy Family where we can observe different geometries introduced by him.
• Session (history of art): The divine proportion in Art. In this session, one of the main questions of aesthetics is worked through case studies: what is beauty and what are its qualities and essence? The observation and imitation of nature has been essential in most of history of art. In addition, since classical Greece, an idea has been maintained regarding beauty, showing that it is intimately linked to proportion. If this is so, and that proportion has been observed in nature, then a suggestive question may arise in the classroom: Do you think that God, through the use of a relationship of proportions in nature itself, is giving an answer as a mathematical formula to the crucial question on beauty that philosophers and artists have been raising for centuries? [ 34 ]. Through the proposed cases, works by artists such as M.C. Escher, Salvador Dalí or photographs by Henri Cartier-Bresson, students reflect on the concept of beauty and its observation in nature and its rules.
• Session (shape representation). Drawing as a tool for understanding Nature. In the first session of Act II: Volume, we analyse the conical perspective as the most realistic and natural technique for drawing what the human eye can see; this technique, far from the artifices of isometric perspectives and, above all, knightly.
• Session (shape representation). The leitmotiv of this session is the understanding of the behaviour of light in Nature, to then apply it in our drawings until achieving the feeling of volume in the elements represented.
• Session (CST). CST session in which we talk about Gaudí and the Holy Family.
• Session 4. Physics session in which we talk about Gaudí and the Holy Family. We talk about the importance of the shape of the arches, their height versus the lateral reinforcements, the friction columns and the double helix columns that Gaudí introduced. We will also study fractal structures and their physical properties. Much emphasis is placed on what was Gaudí’s main source of inspiration, nature. Famous is his phrase, “originality consists in the return to the origin; so, original is all that returns to the simplicity of the first solutions”.
• Session (descriptive geometry). In the descriptive geometry session we explain the warped ruled surfaces, including the hyperbolic paraboloid, its mathematical and physical properties. This session connects to The Pringles equilibrium challenge activity from our previous work [ 27 ].
• Session (physics). A master class in physics explaining Newton’s 3 Laws. Upon completion of the master lesson, students go out to the streets and select 4 applications of Newton’s laws in architecture, take a photo, and explain how laws work in that particular situation.
• Session (basic design). The concept of structure as an integral part of the project. Structure and design. In this session the student is given the definition and basic behaviour of the structure, as well as the possibilities in terms of its typology. According to its origin, we make a difference between technical structure (the one built by man) and natural structure (the one that comes from nature itself); being aware that for techniques, man is completely inspired by the natural world, both in the physical and aesthetic sphere. Science and technology arise from the exploration of nature. In it there are perfect structures like those of the radiolar ones, which are marine protozoa endowed with an internal skeleton with a very elaborate structure and of great beauty. We observe and analyse works by various designers who have been inspired by this type of natural structures.
• Session (physics). A master class in physics that explains the concepts of a free-body diagram and the equilibrium equations for a rigid body. After the conclusion, the students go out to the street and select 4 applications of the equilibrium equations in design products. They take a photo, draw the free-body diagram, and calculate the equilibrium equations in that particular application. This session is connected to The Pringles equilibrium challenge activity from our previous work [ 27 ].
• Session (CST). Master class on the existence of God from the Catholic point of view. We will talk about St. Thomas Aquinas’ 5 ways to defend the existence of God. Of the five ways, we will use the one that connects with the physics part. The First Way is deduced from the movement of objects. Thomas explains through the distinction of act and power, that the same entity cannot move and be moved at the moment, then everything that moves is done by virtue of another element. A series of movers is therefore initiated, and this series cannot be taken to infinity, because there would be no first mover, nor second (i.e., there would be no transmission of movement) therefore there must be a First Unmoved Mover that is identified with God, the beginning of everything. In addition, the thoughts of several scientists who have expressed the relationship between science and religion such as G. Mendel, Einstein, Newton, Faraday, Pasteur, Copernicus, Ada Lovelace or Florence Nightingale, among others, are studied.
• Session (physics). Theoretical session in which a review is made of the relationship between physicists and God throughout history and how physicists have tried to decipher “Who is God” . The session takes a historical journey from Aristotle to the most modern theories of quantum physics, the theory of everything, string theory, etc. Throughout the journey, there are several key moments that connect with learnings from other sessions, these are: - Aristotle: The first thing we talk about is the First Unmoved Mover . The first person to speak of the First Unmoved Mover was Aristotle, not Thomas Aquinas. The unmoved mover is a metaphysical concept described by Aristotle as the first cause of all motion in the universe, and which is therefore not moved by anything else. Aristotle speaks in his eighth book of Physics of an immaterial entity that is the physical principle of the world, and in Metaphysics, he referred to it as God. - Newton: Newton and his 3 fundamental laws are then discussed. Newton’s first law is directly related to the First Unmoved Mover since the first law dictates that: “every object will remain at rest or in uniform motion in a straight line unless compelled to change its state by the action of an external force” . This first law is strictly necessary for Newton’s second and third Law to be fulfilled. In other words, Newton’s laws can be applied except at the origin of the universe as there had to be a first mover on which these rules were not applied. Newton spent much of his life seeking the answer to this question in religion, as he was an Arianist. - Einstein : In other part we talk about Einstein and who was God for him . Einstein was asked many times if he believed in God but he never used to answer that question. The few times he did answer by saying “I believe in Spinoza’s God that reveals himself in the regulated harmony of all that exists, but not in a God that is concerned with the destiny and acts of humanity” . Spinoza was a Dutch philosopher considered one of the three great rationalists of seventeenth-century philosophy. He is considered an absolute rationalist because of his conception of the principle of sufficient reason: “for everything there is a cause, both for its existence, if it exists, and for its non-existence, if it does not exist” . As far as Einstein was concerned, God’s “ruled harmony” is established through the cosmos by strict adherence to the physical principles of cause and effect. Therefore, there is no room in Einstein’s philosophy for free will: “Everything is determined, the beginning as much as the end, by forces over which we have no control… we all dance a mysterious tune, intoned in a distance by an invisible musician” . Everything is governed by the rules of physics and there can be no higher entity that can bypass them. - Born and Einstein : Next we talk about Max Born. He was a German physicist and mathematician who played a decisive role in the development of quantum mechanics. On 4 December 1926, Einstein wrote in a letter to Born: “Quantum mechanics is certainly imposing. But an inner voice tells me that this is not yet the real thing. ’The theory produces a good deal but hardly brings us closer to the secret of The Old One’, I, in any case, am convinced that “God” does not play dice.” Einstein was not a believer, but he used the metaphor of God to refer to the functioning of nature and its rules. - The Old One : At this point in the class two concepts are presented: * “The Old One” : As it was for Einstein, nature and its rules, and as these, the rules of nature have inspired works of art, architects as for example Gaudí, or product design. Geometric shapes of nature such as spirals, fractal growth patterns such as those of trees, symmetries, proportions (golden number), the concept of beauty (symmetry + proportion), and finally, the very laws of physics applied to the design of products, such as forces, gravity, etc. * “Playing the Old One” : This concept refers to the work of a designer who must propose creative ideas, “playing with the Old One’s rules” , that is, playing with the laws of physics and nature. Figure 3 shows a classic example in which the table on the left is a typical table with 4 legs while the other two tables are tables designed in which the designer has “played with the Old Man’s rules” to get an original table that complies with the rules of physics to ensure functionality. At the end of the class, students are presented with the work they must do on “Who is God?” . The work should contain the following points: - An introduction that includes a description explaining the Unmoved Mover theory, the five ways of St. Aquinas, Newton’s Laws, and the theory of everything. - A historical/bibliographic review of different physicists/philosophers who throughout history have studied the origin, both from the physical and religious point of view. - Who’s the Old One? It must include who “the Old One” is and the implications it has on product design based on examples of designers. - Who is God? Personal reflection on “Who is God?” from all points of view based on everything read/learned.
• Session (physics + basic design extension): In this combined session that had 3 sessions of 2 h between physics and basic design extension, the students were asked to select a famous designer and one of his/her products. After having begun to understand the concept of structure, as well as the basic elements of its behaviour, they investigated about different designers, studies and products—in particular furniture, to, among all of them, select a piece of furniture and analyse it to identify which elements integrate it and how its shape and volume are structured. In this way the objective is to understand that each product conforms to the human scale and has an adequate and proportional size to the function for which it is designed; integrating a structure that supports and conforms it. Regarding the basic design part, they are asked, after the research, first to select a piece of furniture whose structure has been used as a functional, aesthetic or differentiating element. Later, the analysis of the piece will consist of inquiring about his/her designer, his/her product line, the brand that produces it, the city where and year when it was launched, as well as the description of the furniture itself: concept, use, shape, finish and materials that integrate it, size—technical drawings-, components/parts that integrate it; and a final essay on the role of the structure in that design and why it is relevant. Regarding physics, they are asked to make the diagram of free bodies of the design and analyse how the “rules of the Old One” are applied and how the designer has “played to be the Old One” , that is, how he/she has played with the rules of physics and nature to transform the initial concept of design into a final product and what things he/she has had to assume to achieve it. For example, in Figure 4 you can see a design of the Italian design studio based in Milan Studiopepe called Verre Particulier where from the original design formed by simple figures, cylinders, the designer has made the decision to cut the base of the cylinder in order to improve the stability of the table and avoid vibrations when the table is used; as well as integrate, with that brief gesture, aesthetics and proportion in the whole of the furniture.
• Phase 1—Definition of the challenge. The teams, based on the proposed theme, must define the challenge they intend to solve. The purpose at this stage is to state what they want to solve, without having yet formalized a specific element or object.
• Phase 2—Research. The teams investigate the challenge given looking for specific solutions, transferring the idea to a shaped solution, and sketching the solution to be proposed while working on its possibilities of volume, colour or structure.
• Phase 3—Performance This phase begins with an Elevator Pitch in which the team members explain their challenge and proposed idea in 2 min. The team of teachers advise/guide them in the project. Then the teams continue to work on the challenge.
• Phase 4—Documentation. In this phase the students document the project, prepare the model and presentation/defence for the next day.
• Phase 5—Presentation. The teams present their projects to the rest of the teams and teachers and are evaluated by both the teachers and the other teams.
• Milestone V. Community of Alfara The CEU Cardenal Herrera University and in particular the Technical School of Engineering (ESET) are located in a Valencian town called Alfara del Patriarca. It is a small town, the town size is 2 km 2 and is located in the area Huerta de Valencia, it has 3301 inhabitants (2021). The local economy has traditionally depended on agriculture with 100% of irrigated crops. The majority of its inhabitants are elderly people who live with students of the University. During Phase 1 of the Landmark, the students undertook a guided tour of the town to see first-hand how it is and the possible needs the community of Alfara may have. After that visit, the teams started developing their proposals. Figure 5 shows one of the projects presented in which a space was proposed where both elderly and young people, basically from the university, shared a space and conversations.
• Milestone VI. SDG Project (Sustainable Development Goal) The second value-related milestone was number VI. In this case, the students had to develop solutions that would improve some of the sustainable development goals. In this case, the project was carried out individually and had a duration of two weeks. At the end of the two weeks, a public presentation was held in which the students presented a panel and the model of their product, see Figure 6 . The presentation was open to the general public and they could vote which of the products presented seemed best to them. In Figure 7 you can see the project that gathered the most votes, Depoocar , a system to transport water in the third world where, by using the physics present in the cars pulled by mules, large radius wheels full of water that are very easy to transport are designed.

5. Materials and Methods

5.1. participants, 5.2. scope of application.

• 85% of students agree or strongly agree that the EXPLORIA methodology has allowed them to connect mathematics knowledge with product design and development.
• Regarding physics, 86% of the students agreed or strongly agreed that the EXPLORIA methodology had allowed them to connect with product design.
• As for the Church Social Doctrine, 67% of the students agreed or strongly agreed that EXPLORIA had helped them connect with product design while 28% remained in a neutral position. Only 16% of the students disagreed and thought that EXPLORIA had not been able to connect CST with product design.
• For drawing, 80% of them agreed or strongly agreed on the usefulness of EXPLORIA to connect with the design.
• Regarding the Milestones, 93% of the students showed that they agreed or strongly agreed on their usefulness in connecting the subjects with the design of products.
• For the metaphors of “the rules of the Old One” or “playing at being the Old One” , 76% of students agree or strongly agree that it has helped them to value the technical part in the design and development of products. 18% are neutral while 6% disagree and cannot find it useful.
• As for whether the metaphors have been useful to assess the importance of nature as a source of inspiration, 77% agree or strongly agree, 21% are indifferent while only 2% cannot find it useful.
• Regarding question 9, if the lessons of the different subjects that have followed the EXPLORIA methodology have allowed me to understand the basic concepts that the design and development of products must contain, (aesthetics, technique, values); practically all the students agree or strongly agree, only one student has shown indifference and nobody has shown disagreement.

7. Discussion

8. conclusions and further developments, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest, abbreviations.

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Montés, N.; Barquero, S.; Martínez-Carbonell, A.; Aloy, P.; Ferrer, T.; Romero, P.D.; Millan, M.; Salazar, A.d.S. Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education. Educ. Sci. 2024 , 14 , 888. https://doi.org/10.3390/educsci14080888

Montés N, Barquero S, Martínez-Carbonell A, Aloy P, Ferrer T, Romero PD, Millan M, Salazar AdS. Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education. Education Sciences . 2024; 14(8):888. https://doi.org/10.3390/educsci14080888

Montés, Nicolás, Sara Barquero, Alfonso Martínez-Carbonell, Paula Aloy, Teresa Ferrer, Pantaleón David Romero, Manuel Millan, and Arturo del Saz Salazar. 2024. "Redefining STEAM to STEAM ∀H (STEAM for All Humanity) in Higher Education" Education Sciences 14, no. 8: 888. https://doi.org/10.3390/educsci14080888

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