The emphasis on science, technology, engineering, and math (STEM) disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of STEM, transforming STEM into STEAM. One method of implementing STEAM is Design Thinking (Henriksen, 2017). STEAM education and Design Thinking are both models for interdisciplinary collaboration and problem solving to foster economic innovation, develop 21st-century skills and entrepreneurial literacy, and prepare students to work within a capitalist designer economy (jagodzinski, 2012; Kalin, 2019). But what is often missing in arguments for arts integration, STEAM education, or Design Thinking is the power of art to encourage rebellion, critical self-awareness, refusals, reconstructions, and provocations (Greene, 1978, 1995; Kalin, 2019). The emphasis on developing creativity to contribute to a capitalistic, designer economy may neglect other important purposes of art and education. It is important to imagine relationships between art, science, and technology that draw on the deeper purposes of art and education.