While making is enjoying a space in the limelight against the distant nature of the digital, its work isn’t done. This article from The New York Times looks at the importance of making as more than a hobby. Learning to get creative in the classroom is essential to solving real world problems.
Creating in the digital age was starting to get a bit “flashy”, argues Melina Delkic. Applying our hunger for high-tech to practical applications meant 3D printers and virtual reality; bringing innovation to the physical space was the reserve of a lot of expensive equipment.
And it seems that we’ve been too quick to hang up our tools, to the extent that the next generation is taking their cues from us too. Jean Kaneko, a mother who has made it her mission to bring making into classrooms, found that kids in her son’s classroom were at turns fearful and unfamiliar with getting involved, making a mess and experimenting with toys. A short lifetime interacting from a distance with perfected play had left gaps in their experience.
As Delkic says, ‘maker’ is vague, and it should be. While that’s used as an excuse to dismiss it, embracing uncertainty is at the core of making. And the movement is taking strides to moving from education and play, with its importance recognised by Maker Faire‘s focus on the future of work.