Maker Culture Phenomenon

Maker culture was a completely new subject to me when I first heard about it a couple of weeks ago. However, once I began reading more about it and trying to understand how it functions, I realized that it’s something that is usually inherently (to some extent) built into certain types of classes like woodshop or art. While these classes are considered “elective” and are typically deemed as unnecessary, maker culture argues that it is necessary for learning. This is especially true when we view it as super low risk learning. People, especially younger people, are much more prone to experiment and step outside of restrictions in creating with this type of low risk learning.

Maker culture encourages people to build, make, and hack things. One of the most interesting sites I read was www.makered.com. It explicitly explained how maker culture is sponsoring interest in STEM (science, technology, engineering, and math) in younger generations. These students use making as a way to learn not only how, but why, things work. It is simply fantastic that they have the opportunity to learn how engines and motors function and what they can do with them. Additionally, making is made low risk by having everyone act as teachers. When one student discovers something interesting, that student tells his/her fellow students about it and acts as a teacher. In this way, there is no hierarchy in which the students await instruction and guidelines from a particular directing individual (i.e. the traditional teacher).

While I think making is an extremely interesting and engaging form of learning, I am still on the fence as to whether it should be fully incorporated into pre-college curriculum in core classes. I like the idea of having it as an elective, but I’m not positive as to whether it should direct all teaching. Incorporating aspects of it into certain core classes might be an extremely positive move to make, however.

Overall, I think “making” and “playing” are exceptional movements that can bring people fundamental understandings of how and why things work as well as new ways of looking at things. This in turn enhances problem solving skills. Perhaps if I had engaged more frequently in making, hacking, and playing as a child, I wouldn’t be struggling so much with the logic games section of the LSAT.