A sensitivity to the designed dimension of objects and systems,
The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
the most salientbenefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their world.
Our work is guided by three questions: How do maker educators and leaders in the field think about the benefits and outcomes of maker-centered learning experiences? What are some of the key characteristics of environments in which maker-centered learning thrives? What kinds of educational interventions can we develop that support thoughtful reflection around maker-centered learning and the made dimensions of our world?