A decade ago Roberts (2007) suggested two visions of scientific literacy and science education. In this paper I develop ideas behind a third vision, Vision III (Sjöström & Eilks, 2018), emphasizing philosophical-moral-political-existential alternatives in STEM education. For each of the three visions, I suggest (for vision I and II based on previous publications) two subversions connected to different curriculum emphases. For Vision III this mainly means curriculum emphases not suggested by Roberts. One exception is the curriculum emphasis ‘self as explainer’, which can be interpreted as being about existentialism. I discuss and problematize the three visions in relation to different versions of ‘Bildung’ (Sjöström & Eilks, 2018; Sjöström, Frerichs, Zuin & Eilks, 2017), in relation to different philosophies of education and in relation to views on teaching and learning in and about science-technology-society-environment (STSE) and nature-of-science (NOS), respectively. I claim that STEAM education framed by a Bildung-version called critical-reflexive Bildung can be seen as an alternative to STEAM education based on Western modernism (Sjöström, 2018). It integrates cognitive and affective domains and includes politicisation to address complex socio-environmental-scientific issues, but also philosophical-moral-existential alternatives. I also discuss criticalreflexive Bildung in relation to the HARTSS (Humanities, ARTs, and Social Sciences) model suggested by Kahn and Zeidler (2016). Furthermore, I relate it to posthuman perspectives and discuss implications of such a philosophical orientation on teacher educations, teacher development programs/initiatives, and curriculum development.