While technology has been the spark of the Maker Movement, it has also become a social movement that includes all kinds of making and all kinds of makers, connecting to the past as well as changing how we look at the future. Indeed, the Maker Movement seems to be a renewal of some deeply held cultural values, a recognition rooted in our history and culture that making comes to define us. As Frank Bidart has written in his poem “Advice to the Players”: “We are creatures who need to make.”
All together, makers are seeking an alternative to being regarded as consumers, rejecting the idea that you are defined by what you buy. Instead, makers have a sense of what they can do and what they can learn to do. Like artists, they are motivated by internal goals, not extrinsic rewards. They are inspired by the work of others. Most importantly, they do not wait until the future to create and make. They feel an urgency to do something now— or lose the opportunity to do it at all.
Making is no longer, however, a mainstream activity or aspiration, although it once was a core attribute of the American middle class. Today, making lives on the margins of society, but it is thriving nonetheless. Makers are likely to see themselves as outsiders, like some artists and writers, who do not follow the traditional paths. They create their own paths, which is what innovative and creative people do. Quite simply, we need to encourage more young people to explore, create, discover, and make their own way.
The biggest challenge and the biggest opportunity for the Maker Movement is to transform education. My hope is that the agents of change will be the students themselves. Increasingly, technology has given students more control over their lives, and even the simplest cellphone can change a person’s sense of agency. Students are seeking to direct their own education lives, looking to engage in creative and stimulating experiences. Many understand the difference between the pain of education and the pleasure of real learning. Unfortunately, they are forced to seek opportunities outside of school to express themselves and to demonstrate what they can do.
Formal education has become such a serious business, defined as success at abstract thinking and high-stakes testing, that there is no time and no context for play. If play is what students do outside school, then that is where the real learning will take place and that is where innovation and creativity will be found.
The rigid academic system is short-changing all students, even though an elite few seem to do well by academic standards. However, there is increasing skepticism that even those who succeed academically are not the kind of creative, innovative thinkers and doers that we need.
fulltext here https://kyberia.sk/id/8590450/