Abstract
This study examines the recent expansion of STEAM education across various educational stages in Japan and addresses debates regarding its relationship to art education. Despite the growing interest, confusion persists, particularly regarding interpretations of the “A” in STEAM and the objectives of art education. This study reviews the varied meanings attached to the letter “A”, the roles and limitations of traditional, drawing- and craft-centered art education in fostering creativity, and the potential of STEAM to prompt a reconsideration of STEM education. Conventional arts instruction has displayed limited success in supporting creativity and interdisciplinary thinking, highlighting a need for improved pedagogy and learning environments. Furthermore, the “A” is anticipated to not only enhance creative abilities but also to cultivate ethical judgment that can moderate the excesses of science and technology. From these perspectives, this study reconsiders the significance of Japanese art education within the framework of STEAM education.
