ABSTRACT
STEM education has been under-theorized by educators, administrators, and researchers. This chapter outlines a STEM education theory, titled the Worldly Perspective. We argue that a powerful STEM curriculum has, at its core, two dimensions: a balance between disciplinary and integrated knowledge, and connection between local and global knowledge. These tenets of the theory—balance and connection—are exemplified by three case studies at the elementary and secondary levels of education. We also argue that the Worldly Perspective can be employed as a bridge other STEM knowledge systems, for example, Western and Aboriginal worldviews, life and work, the particular and the general.
