Обсуждение:Dougherty

Free to Make: How the Maker Movement is Changing Our Schools, Our Jobs, and Our Minds (Dougherty, Dale)

The Maker Movement is a platform for creative expression that goes beyond traditional art forms and business models. It is a collaborative form of problem-solving, from the practical to the hypothetical, leading to new products, new ways of learning, and new ways of doing science. It is an intergenerational movement, bringing together young and old, as it has for many generations before us, to discover and learn about the world.

By analogy, almost nobody needs to cook—there are plenty of ways to buy prepared food and fast food. (I will use a lot of cooking analogies in this book, because cooking is my own favorite kind of making.) Yet those of us who find cooking enjoyable develop the skills and knowledge to become even better everyday cooks. Cooking a meal with family and friends can be about as satisfying an experience as life offers. What’s more, cooking for yourself gives you control over what you eat, and generally, it is much healthier because you know what you are eating. Cooking is something you are free to do. There are lots of ways to learn how to do it.

Making leads to innovation. We may see the need to personalize something that we can’t buy, or fix something we can’t replace, or discover an opportunity to create something new that does not yet exist. We can make it. Innovation doesn’t have to mean that you’ve created the next big thing. We can innovate usefully in many small ways that are also important. Making is also a process that combines play and learning. When people make things, they

“can-do” mindset

Through the practice of making, we develop what we once called a “can-do” mindset that encourages us to act, take control of our lives, and develop our own capabilities. Making engages us fully and deeply as human beings, and it satisfies our creative souls. Maybe making can change the world, but first it changes us. We begin to see ourselves as confident, capable, and creative individuals. Today, all of us are consumers.

Через практику делания мы развиваем то, что может быть названо образом мышления или установкой мышления "я-могу", которая дает нам уверенность действовать самостоятельно, контролировать свою жизнь и развивать наши способности. Возможно мейкерство изменяет мир, но в первую очередь оно изменяет нас самих.

(Reading reviews on Yelp makes me think that nobody is ever pleased.) This kind of consumerism disconnects our desires from our own work, the work that is required to realize our desires. We are often left unsatisfied and unfulfilled, perhaps not even knowing what we truly desire. In the extreme, consumerism is a form of learned helplessness. In consumer culture, making is something that we’ve forgotten we can do. It has pushed making from the mainstream to the margins. However, there’s something else available to us: We can see ourselves as producers. In maker culture, we define ourselves based on what we can do, and what we can learn to do.

hacking

The other was the idea that hackers were modifying the physical world, wanting to hack their cars the way they hacked their laptops—to make changes, to personalize and customize it, and to get the physical world to respond to them in new ways. It really was a thesis, but when I started talking to people about making, nearly everyone responded by telling me what kind of project they were working on.

It is a prototyping revolution that seems to follow from the desktop publishing revolution, allowing more people to turn an idea into a tangible object. Economist Jeremy Rifkin called it “the third industrial revolution”; Wired editor Chris Anderson called it “the new industrial revolution.” However, it’s not a revolution that will see more people working in factories. Instead more of us will own or have access to the equipment that a factory might have, as one might have access to equipment at a gym. More than an economic change, the Maker Movement is a cultural shift that is leading to a creative flourishing of art and science, technology and craft, a hands-on renaissance that is producing new tools and new ways of thinking.

Caecus’s concept of Homo faber was one of many ideas rediscovered from Greek and Roman antiquity during the Italian Renaissance. At that point, “man the maker” acquired the further meaning of “man the creator.” The act of creation was essentially a divine power. With the ability to do ourselves what the gods could do, we derived a sense of mastery of the world. Artists like Leonardo da Vinci and Michelangelo represented a new, creative spirit that transcended limits and transformed the world.

Humans are tool-makers, inventors and innovators, storytellers, tinkerers, and role-players. We are makers who are free to imagine, free to play, and free to make.

The media often paints the hacker as a miscreant, someone who breaks into computers and steals data. But along the way, the term also made a leap into the broader cultural meme pool. Sometime in the 1990s, people began talking about “hacking” outside of computing: there were food hackers and financial hackers; people were sharing “hacks” on how to book airline travel, how to become more productive, or how to parent. In the self-service economy of the Web, life hacking was becoming a valued skill. Hacking was how you got what you wanted. At O’Reilly Media, I paid attention to what hackers were doing from the time I began to write Unix manuals in the 1980s.

Amateurs

Amateurs love what they do. For many, being an amateur is a kind of freedom to play without concern for making a living at it. Making can be seen as a hobby, a sideline, a pursuit outside the workplace. It’s done on your own time. Saying you are an amateur doesn’t necessarily mean that you are a novice, however. Amateurs can be highly skilled and committed, and the lines do blur between amateurs and professionals. Saying that you are an amateur speaks more to your goals than anything else.

I think of it as a pyramid of participation. At the base of the pyramid are the amateurs and at the top are the professionals. If we look at music as an example, we find at the base of the pyramid those who are learning to play an instrument as well as those who have played their whole life. Everybody has to start there, but many stay there. At the top of the pyramid are professionals, those who make a living playing music. Even there, only a few are superstars who command large audiences, compensation, and media attention. In the middle, in between the purely amateur and the professional, are those musicians who have gigs

Amateurs can be seen as second-rate, objects of derision. “We use a variety of terms—many derogatory, none satisfactory—to describe what people do with their serious leisure time: nerds, geeks, anoraks, enthusiasts, hackers, men in their sheds,”1 writes Charles Leadbeater, a British political adviser and author. For most of the last century, only professionals were taken seriously, and if we wanted to be taken seriously, we were advised to become professionals. In his 2004 essay “The Pro-Am Revolution,” Leadbeater describes the rise of a new social hybrid he calls the pro-am, for professional-amateur.

• Революция любителей-профессионалов

What we were looking for in Make: magazine was cool projects, much like vintage editions of Popular Science and Popular Mechanics. Make: was to be filled with DIY projects, just like magazines for cooks, gardeners, knitters, or woodworkers, with descriptions of the materials needed and detailed instructions as well as some explanation of how and why a project works. We

From the outset, our goal was to find projects that other people could replicate and that people would have fun doing. However, we didn’t believe that many people did most of the projects in the magazine, but that they could learn from all of them. What we hoped people would do eventually is come up with their own projects.

design thinking

Instructables.com - https://www.instructables.com/

A project represents a step-by-step process, a series of actions in sequence. It is also an iterative process, as it often requires doing it more than once to get it right. Some people call it a design-build process. There are formal ways to look at this process, such as design thinking. Anytime we go through trial and error and iteration, that’s a design process, whether it’s formal or informal. The important thing is that the process becomes yours, and you learn about that process and improve it from one project to the next. A process is like a narrative or an adventure: it begins with an initial intention, the stated goal of the quest, however rough or well-formed, but there are unexpected challenges and misunderstandings along the way before the end is reached. Documenting a process over time can seem like a tedious task, but doing so allows a maker to reflect, gain insights, return to old methods, or embrace new ones. Sharing the documentation allows others to learn from the experience.

Launched in 2005, Instructables.com is a place to publish step-by-step instructions for any kind of project and reach a global audience. The site was created by a group of super-smart MIT graduate students who shared a passion for kite-surfing, and upon getting their PhDs, formed Squid Labs and moved to the Bay Area. Squid Labs was established as an innovation factory that would generate new projects and spin them out when they discovered a commercial opportunity. They rented a warehouse and filled it with the kind of tools that they had been able to access at MIT. Eric Wilhelm was a member of the group, and he revealed how the idea for Instructables actually developed from their passion for kite-surfing: The combination of sailing, unpredictable weather, experimentation, and sheer power strongly appealed to each of us. The sport was still its infancy, and the gear was unrefined and way too expensive for anyone on a graduate student budget, so we built our own. We’d turn up at beaches around Boston with hand-sewn kites and boards shaped from plywood. Half the equipment would break and the other half would perform beautifully. We’d then document our results on our personal websites and a blog called Zeroprestige (which has since moved to the Instructables ZeroPrestige group). Soon we were getting e-mails from people asking for more information, wanting to meet us at the beach,

Maker Space

These community spaces go by a number of names, including hackerspaces; fabrication laboratories, aka fab labs; and TechShops, with makerspace a generic and inclusive term that I use for all of them, whether they are nonprofit or for-profit and based in schools, libraries, universities, or corporate campuses. In the end, what it is called doesn’t matter.

Fab labs, short for fabrication laboratories, originated at MIT, the brainchild of physicist and professor Neil Gershenfeld, after he realized how little experience students had with physical machines—with atoms as opposed to bits. He created a legendary class, “How to Make Almost Anything,”

Neil believes that one day the best and brightest students won’t have to come to MIT, at least physically. Via fab labs, with access to a common set of tools and processes, students will be able to share knowledge and designs, and learn and collaborate across international borders.

We had a brief conversation about terms: I wanted to know if people identified with the English words maker or if there was a French equivalent. Laurent mentioned bricoleur. But bricolage, sometimes also used in English, has connotations of folk art or pastiche: “construction or creation of a work from a diverse range of things that happen to be available.” We also talked about bidouille, which is more like tinkering and hacking but is usually used in reference to children’s activities.

bricolage

Microcontrollers have been widely used in industrial applications, most of which are proprietary. Now, a growing number of microcontrollers including Arduino, Raspberry Pi, BeagleBone, and Propeller represent the next wave of a personal computing revolution. Used by hobbyists who are starting small, this new hardware comes from unexpected places, designed by people with a real sense of purpose.

Our own experience as a creator, a maker, a producer can change the world in small but significant ways, and we may not realize it at the time. It can also profoundly change how we think about ourselves, and that kind of change may be the most profound. We develop a sense that our ideas matter, that they can impact us and the world around us. The impact may simply be that we get a person to laugh with us, but that counts for a lot.

Being in control - mindset

By taking our own ideas seriously, sharing them with others, and developing them, we give our life meaning and purpose. We have a sense of being in control and having the freedom to choose what to do, and to do things without fear of failure or judgment. We gain confidence.

What are the qualities of the maker mindset? Makers are active, engaged, playful, and resourceful. They have a well-developed sense of curiosity and wonder. Makers are self-directed learners, able to figure out one way or another how to learn what they need to know. They learn to use tools and technology to create new things. They are willing to take risks, trying to do something that others have not done or creating something that they have not seen before. They are persistent, overcoming frustration, and resilient, trying again when they experience failure. Makers are resourceful, developing the ability to make do with what is available or exploring alternatives that might be cheaper or better for the environment. Makers are good at improvising: they are able to do things that have no instructions. Makers are generally open and generous, willing to share their work and their expertise, often helping others in the recognition that they have benefited themselves from such help. Makers believe in their own individual agency to act and create change in their own lives and their community.

When asked to try something new outside his or her comfort zone, a person with a fixed mindset is more likely to decline, thinking that there’s only downside and nothing to be gained. People with a growth mindset are more likely to embrace the opportunity readily, without thinking about whether or not they will be successful. People with these different mindsets exhibit different attitudes toward risk and potential failure.

Particularly in the past, a fixed mindset, through its very limitations and predictability, was often a path to success. However, it’s a not a path that leads to creativity or innovation. A growth mindset supports the belief that we can develop and change, especially by learning new things. In a world that grows more interconnected and interdisciplinary every day, a growth is a fundamental advantage for us to adapt to change, if not become an agent of change. Moreover, a growth mindset predisposes us to believing that our own actions matter and that we can change the world instead of accepting the status quo.

Perhaps the most important thing for adults is that play can be entirely under your own control. You do what you want to do. There are no committees that have to decide, no hierarchy to navigate for approval, no external conditions placed on your own interests. Control is in your own hands.

Some people will argue that they don’t have the time to play or make. It’s an argument Brown has heard as well. We’re too busy working to play. Yet, creating time for play is also essential to balance our work lives with our own interests. Brown writes that “the opposite of play is not work—the opposite of play is depression.”

“the opposite of play is not work—the opposite of play is depression.”

Perhaps, as Goldman points out, we should understand the ways in which science and mathematics are different from engineering and technology, despite the convenience of an acronym like STEM that packs them all together. “Engineers use mathematical and scientific knowledge to solve their problems,” writes Goldman, “but they do so in ways utterly different from the ways that mathematicians and scientists solve their problems.” An engineer like Kamen is looking at solving different problems than a scientist like Einstein, so their methods are different. “Where scientists aim at the truth about nature,” writes Goldman, “engineering design reflects … consciously operating under conditions of partial information and acting on solutions judged good enough to do the job that needs to be done, even though they are not optimal.”

It is a mindset that integrates what can be seen as separate: manual and mental, science and art, engineering and craft, risk and resilience, practical problem-solving and world-changing imagination. One might say about the maker mindset what Marvin Minsky said in The Society of Mind: “Much of [the mind’s] power seems to stem from just the messy ways its agents cross-connect.”

1. Inquire—an openness and curiosity to possibilities.
2. Tinker—“purposeful play, risk-taking, testing” and engagement with tools, materials, and processes.
3. Seek and Share Resources—sharing knowledge and expertise with each other.
4. Hack and Repurpose—to reuse components and combine them in new ways.
5. Express Intent—discover one’s own interests and personal identity.
6. Develop Fluency—gaining confidence in one’s ability to learn and do things.
7. Simplify and Complexify—gaining an understanding of new ways to create things that have meaning.

Montessori

It matters much more to have a prepared mind than to have a good teacher. Another hallmark of the Montessori method is to structure the environment and teaching so that children become independent, self-directed learners. She noticed that practical activities such as caring for the self or caring for surroundings, like washing, cooking, exercise, or gardening—hands-on activities that have a clear purpose—had an attraction for children and gave them a sense of accomplishment. Her methods emphasized choice, challenge, curiosity, and collaboration. She believed that children learn better when they can choose what to do and when. This philosophy of education later became known as “constructivist,” meaning that a child must construct the world to understand it.

Open Making

Then you can choose a fabricator, ideally someone local with a CNC machine, to make the finished piece for you. Opendesk provides a curated set of designs known to be makeable, and a network of fabricators that can make it. “We give the customer a fixed price that includes the designer’s fee, the maker’s fee, and a platform fee,” said Josh. Designers get ten percent of the price, much higher than what they normally get for a product sold in a retail environment. The largest share goes to the person who does most of the work, the fabricator—about seventy percent of the price the consumer pays. “It’s a three-sided marketplace,” said Worley. Their concept is Open Making: an open, collaborative design-build network. Grounded

We are still working too hard at “routine jobs”—why does anyone still have to do chores? And sadly, too few high school students are learning programming languages, although in January 2015, President Obama announced a computer-science-for-all initiative “to empower all American students from kindergarten through high school to learn computer science and be equipped with the computational thinking skills they need to be creators in the digital economy, not just consumers, and to be active citizens in our technology-driven world.”3 Asimov concludes his essay with a paragraph that I find stunning: Mankind will suffer badly from the disease of boredom, a disease spreading more widely each year and growing in intensity.

Maker culture represents a value shift from competition to collaboration, from proprietary to open, from institutional power to individual empowerment, from apathy to agency. It is a learning culture that values practice over theory, experiential learning over textbooks, and creativity over standardization. It will be a network culture, widely distributed and self-organizing, working cooperatively on both global and local levels. We need to be prepared as makers for a future that will require us to be creative, interdisciplinary, resilient, and agile.

What we eat, how we exercise and why, what we buy, and what we choose to make are all changing our culture in important ways. A movement is just another way of saying that each of us can be a part of positive change. Many successful movements rise up from independent but connected efforts; they are spurred not by abstract goals but by everyday outcomes such as a better meal, a healthier body, a more considered purchase,

According to media theorist Henry Jenkins, participatory cultures have relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of information mentorship whereby what is known by the most experienced is passed along to novices.

A future based on convergent thinking would forge consensus on what it is we will create. A future based on divergent thinking can explore many possible futures. We don’t all need to be in agreement on what to do. Or perhaps it might be better to say that we seek to have only a minimal set of basic agreements, and yet provide for as many people as possible to participate and create.

Maker City: A Practical Guide for Reinventing American Cities (Hirshberg, Peter)

Making can re-open the discussion about what’s made in a city and how that becomes part of its present and future identity. It goes beyond the products and services offered locally and speaks also to the shared values of people in the community.

“The electronic environment makes for an information level outside the schoolroom that is far higher than the information level inside the school room. In the nineteenth century the knowledge inside the schoolroom was higher than the knowledge outside. Today it is reversed. The child knows that by going to school he is, in a sense, interrupting his education.”

McLuhan follows in the footsteps of John Dewey who argued for social interaction and experience-based learning in the early twentieth century, Jean Piaget who argued against passive educational models, and Seymour Papert whose educational constructs developed in the 1980s set the standard for how to use technology in the classroom to enhance discovery-based education. The Maker movement takes this discussion to the next level by turning the city into a learning community, one where parents, educators, and students come together to reshape learning around the needs of learners. The learning community inside the Maker City is leading the way in asking questions that will define education for the next 50 years: How do we make education more engaging, more relevant, and more collaborative? How do we break down the silos between disciplines and teach our students in a more integrated way?

The learning community inside a city spans not just schools (“formal learning”) but also a set of loosely coupled network of informal learning opportunities that exist inside the Maker City. The informal learning environment can include: libraries, museums, camps, after-school programs, community centers, rec centers, churches, and universities.

The Grable Foundation provided the Elizabeth Forward District with seed money in the form of a $10K grant. That $10K grant enabled them to change just one classroom in their high school building to mimic the Entertainment Technology Center at Carnegie Mellon. Called the Entertainment Technology Academy, the initial focus in this one classroom was on game design, leveraging instructional kits provided by Zulama, a company had which spun out of the master’s program at ETC.

Originally, the studios started out in separate rooms. Very quickly, teachers and administrators decided to make the space work more like the YouMedia space in Chicago, knocking down the walls among and between computer science, industrial technology, and the arts to create one large Makerspace.

MIT was one of the first universities in the country to enable students to submit a Maker portfolio as part of its application process. (Portfolios are important not just for college admissions but also to present to potential employers, as we’ll see in Chapter 5 on Workforce Development.) The Maker Portfolio is an opportunity for students to showcase their projects that require creative insight, technical skill, and a 'hands-on' approach to learning by doing.

a Maker City, educators are not less important. They’re more important. The only thing that has changed is their role: from a lecturer who talks to students in a highly prescribed way, to a mentor, coach, and facilitator who is responsible for guiding the student into a mode of learning that is hands on, encourages students to take on real world problems, invites discovery and rapid prototyping of what works, and supports collaboration with others as the fundamental way problems get solved.

Not only do the digital badges verify learning has occurred in formal and informal learning spaces, they unlock opportunities for youth to connect to internship opportunities, additional school credit, priority selection of college classes, and more. Equally as meaningful, participants can use their digital portfolio to showcase work to future employers or in college applications. Currently there are five types of playlists available: ​

• Interest-driven: Engage in sequenced learning experiences organized around themes of interest and relevance; ​
• Production-centered: Create a wide variety

Before anyone used the term “sharing economy,” libraries were a place where the tools of education were available to share. Starting in the 1890s, the tools that mattered were books to build a more literate workforce. In the 1990s, libraries started to move away from the physical book to focus on providing access to the internet and to multimedia tools. Today, libraries are embracing Makerspaces, in their role of providing a centralized place where learners can share the new tools of learning and production.

The library also has a focus on education offering STEM and STEAM classes. They hosted the 24-hour Code Day and had about 150 middle and high-school students spend the night in the library coding. The high-school students who come to Central Library are low income; 70 percent qualify for the free or reduced-price lunch program at their schools. “They can come here and be exposed to technology,” said Misty. “What we’re trying to do is even the playing field so that we can get everybody involved.”

Jane built out MAKESHOP in collaboration with Carnegie Mellon University (CMU), which helped them integrate technology with the DIY ethic of the Makerspace. The goal was connecting physical and digital experiences. She appreciates the learning value of producing something. Yet she sees more that happens in the museum context. Jane adds: “Making promotes conversations between the facilitator and the visitor, between the visitors, between parents and grandparents and kids. I’m really beginning to believe that that’s the role of museums anyway, to start conversations.

A city should study how to increase the number of informal learning resources and promote them to new audiences. Informal learning requires motivated instructors, interested students, and available spaces. Organizations can play the role of matchmakers to increase the number of offerings. Potential teachers may need help recruiting enough students to make a workshop viable. Students may have difficulty locating a particular class at convenient time. A big challenge can be finding space in the community to host workshops and classes.

At no time in history is there more potential to change: to turn passive learners into engaged residents of the Maker City, residents capable of thinking for themselves, using the tools of Making to rapidly iterate and prototype solutions. The Maker movement is unleashing a generation of passionate learners. Now we have people who are not afraid to pick up new tools and technologies and teach themselves how to use them, guided by a new generation of teachers who see themselves not as instructors but as coaches, coaches who guide their students to find their passions and apply what they have learned to real-world problems.

“Today the hardware part of the economy is starting to realize that they need to get kids excited about manufacturing earlier so that they can be more competitive. Kids are making a decision such as, ‘Yeah, I don’t want to sit in front of a computer all day. I actually want to be involved in making something tangible. And that’s really cool, and that’s how I want to spend my time.’

“Today the hardware part of the economy is starting to realize that they need to get kids excited about manufacturing earlier so that they can be more competitive. Kids are making a decision such as, ‘Yeah, I don’t want to sit in front of a computer all day. I actually want to be involved in making something tangible. And that’s really cool, and that’s how I want to spend my time.’ “In many ways, creating a Maker mindset is probably one of the more important things that we can do in terms of building the pipeline. The community colleges have struggled because employer needs are changing so fast.

Job-matching programs are designed to take the skills the unemployed have and match them to the job openings available through major employers. For job-matching to work you need to a have a well-developed pool of people with the requisite skills.

Job matching may or may not work. As Bernie Lynch points out, one challenge is that the skills needed to succeed as a Maker defy easy categorization. The fast pace of business is another: by the time you train up a worker in a particular set of skills, the job may have disappeared. We saw this happen in the U.S. in 2008 when we tried to retrain construction workers for jobs in the solar industry. By the time training was complete, many of the jobs had moved offshore.  Makerspaces provide informal workforce

The form our cities take has always expressed what we value most in society. Cities of the middle ages gave us great cathedrals and castles, prior to the age of enlightenment, when God and king were central to our universe. In the twentieth century, cities built out cathedrals to commerce and production in the form of skyscrapers and industrial plants. Co-working. Innovation centers. Makerspaces. These forms of real estate are not only relatively new, they are startlingly different than past expressions of commercial real estate. Each is designed to break down barriers between people, build a sense of community, embrace technology, and encourage experimentation and the creation of new forms of economic value inside our cities.

Chicago’s Merchandise Mart

An example can be found in Chicago’s Merchandise Mart - https://en.wikipedia.org/wiki/Merchandise_Mart . Built in the 1930s, the Merchandise Mart has gone through many boom and bust cycles. Today, it is home to 1871, an incubator and innovation hub which opened in 2012. Founder and CEO Howard Tullman says 1871 is the largest incubator in the country with over 500 startups in residence. Over 2,000 people each day work at 1871, which added 41 thousand square feet in 2016 to its original 50 thousand square feet for space. Tullman’s 1871 is more than just an incubator. It’s a hub for innovation that not only attracts startups but also larger companies who want to be near it and lease space in the Merchandise Mart. Tullman says that the goal of 1871 is to create jobs in Chicago and keep the money raised by startups and the earning from their successes in Chicago. It has become a place that attracts people with innovative ideas as well as professionals with industry experience who seek to join a startup. It provides mentoring and education for startups, but Tullman believes that their most important function is “matchmaking,” which helps startups build great teams and also helps startups find funding and corporate partners.

San Francisco

San Francisco was one of the first cities to open up its data to citizens. Today, about 46 cities and counties across the US have open-data initiatives. San Francisco is a leader here, requiring all its departments to make their data available so as to increase transparency and citizen engagement in local government. To that end, the city of San Francisco makes 524 different machine-readable datasets available through its open data portal: data.sfgov.org. XML has been called the lingua franca of the web for good reason: it is a structured data format that is easy to download, easy to work with, and designed to play nicely with other data sets. Opening Up the Data in Your City has Unexpected Consequences

The key to civic innovation is engaging more people in the actual task of addressing city problems, and students are among its greatest resources. As we have seen in the education chapter of this Maker City book, when students are touched by the tools of Making they light up and can become deeply engaged in projects. The same is true when students are exposed to, asked to learn about, and solve real problems in the city. It’s a twenty-first century approach to civic education where the city becomes a living lab. Contrast that with twentieth century civics (now seldom taught), which was a famously static affair: students were taught the branches of government or how a bill is passed, which is tough to directly relate to. In today’s approach, civics can be a verb: it is something you do, and then often see results.

Support young people who want to go into Making. After 40 years of vilifying people who work with their hands, it’s important that we tell young people with a background in STEM that they can support themselves and their families by working with their hands. The next Elon Musk or Steve Jobs is almost certainly working away today as a master carpenter, a robotics maker, a drone designer, and/or fabricator of prosthetics or another kind of custom medical device.