Developing a sensitivity to the designed dimension of one’s world is an important part of maker empowerment. During a special AbD workshop on learning-by-doing, students at the Harvard Graduate School of Education increased their sensitivity to the design of electronics and other household appliances by taking them apart to see how they worked.
A few months ago, we wrote a blog post about the concept of maker empowerment that provoked a wonderful online discussion. Since then we’ve continued to think about this concept. Our thinking has been greatly informed by the many insightful comments on the post, and also by some prior research at Harvard Project Zero. So we’re at it again. In a moment we share a slightly revised version of the definition, along with some notes about what’s new in it and what’s not. But first, a couple of general remarks…
The big idea behind the concept of maker empowerment is to describe a kind of disposition—a way of being in the world—that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making.
The concept of maker empowerment is meant to be somewhat broader than the label of maker. It certainly includes maker-types—i.e., hackers, DIYers, and hobbyists—but it also includes people who may not define themselves as wholly as makers, yet take the initiative to engage in maker activities from time to time. For example, it includes the person who doesn’t think of herself as a maker, but after she purchases a new laptop computer, she envisions the perfect laptop cover and endeavors to design and make it rather than purchasing it from a store. It also includes the teens who may not think of themselves as DIYers, but frequent thrift stores in order to find garments they can hack and combine to make stylish new looks, and the girl who eagerly scours the internet for instructions on how to make a potato launcher rather than purchasing a ready-made one online.
From the standpoint of education, the notion of empowerment is behind much of what we teach. We teach art, or history, or auto mechanics not solely to train practitioners of these crafts, but to help all students develop the capacity to engage with world through the lenses of these disciplines—even if not all students will become artists or historians or auto mechanics. The concept of maker empowerment aims for this same breadth.
Maker Empowerment Version 2
Thanks to the input of our blog commentators, here’s another take on a definition. For the sake of comparison, we give the earlier version first.
Maker Empowerment (v1): A heightened sensitivity to the made dimension of things and systems, along with a nudge toward tinkering with them and an increased capacity to do so.
Maker Empowerment (v2): A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
One readily apparent difference is that in version two the word nudge is gone. The word was interpreted as implying the necessity of a third party, an external agent, to prod or push people into maker activity. We definitely don’t want to imply that! In fact, it’s contrary to one of the main purposes of the Agency by Design project, which is to understand how maker activities can develop students’ sense of agency or self-efficacy. So nudge has been nudged out.
Though we’ve removed nudge, we’ve retained the word empowerment. There has been some very thoughtful commentary on our blog about this term and its social-movement connotations of the powerful giving power to the unempowered and thus retaining the status quo hierarchies of privilege and access. We agree that this connotation isn’t exactly what we’re looking for. Our hope is to reclaim a slightly different connotation in which empower refers to the driving force that comes from within—a personal sense of agency. This seems to be what people have in mind when they talk about how the maker movement can empower people to shift from being passive consumers of their world to being active producers or collaborators.
We’ve also retained the three-part construction of the concept that emphasizes sensitivity, inclination (previously the doomed “nudge”), and capacity. We’ve even made this dimension more explicit. Herein is the connection to the Project Zero research I mentioned at the beginning of this post. Project Zero has a long line of inquiry around “thinking dispositions” that aims to explain how habits of mind develop. This work is relevant to our definitional attempts here because maker empowerment is a dispositional concept. That is, rather than simply naming a set of technical skills, it aims to describe a mindset, along with a habitual way of engaging with the world.