**Abstract**

The challenge for education in contemporary times is how to combine rich subject knowledge with conceptualization, whilst also supporting curiosity, criticality and creative problem-solving through application. More importantly is the embedding of well-being in curriculums to ensure the evolution of being, becoming, and thriving subjects towards enhancing life-long learning. This chapter will explore the potential of interdisciplinary working across philosophy and the humanities to develop the kinds of critical education required. Using practical examples, we will demonstrate how educators can think in interdisciplinary ways, within the constraints of formal curricula activity. We will explore opportunities for 'thinking, alternatively' across STEM subjects, focusing particularly on the role of art and philosophy. Drawing on posthuman thinking and the work of Deleuze, Guattari, Dewey and others, we consider philosophy to be an active and creative practice which can work to open new ontological positions and modes of thought. We consider how art can work with science, not as a tool in the service of understanding scientific concepts, but to reimagine what science is, what it can do, and to break down nature/culture binaries. We aim to show how transdisciplinary educational practice can aid human and non-human well-being, through reframed relations within and without the classroom.

**Keywords:** STEM, conceptualisation, arts, philosophy, interdisciplinarity
