Abstract
STEM education in the United States is often described as being in a downward spiral, when assessed by competency test scores and lack of student motivation for engaging STEM disciplines. The authors suggest this arises from an overly instrumental view of STEM. While STEAM has arisen as a pushback paradigm, the application of STEAM in schools is challenging, and educators are often unclear about connecting STEM and the arts. The authors suggest envisioning STEAM through natural disciplinary interconnections. They focus on the integration of language arts and figurative thinking to blur the boundaries of STEM and the arts, and offer examples of figurative language—such as metaphor, linguistic etymology and synecdoche—for framing STEM teaching and learning.