ABSTRACT
This chapter sets the context of the book and lays out the theories and lines of inquiry of the entire book. This book is not an attempt to outline how best to deploy makerspaces in pursuit of science, technology, engineering, and mathematics (STEM) learning goals, but instead is directed towards understanding the complex interaction that is education. Beginning with the contention that there appears to be much to be desired in public understanding of STEM, this book sets out to untangle the interaction between STEM education and its influence from, and effects on, society at large. Education is not thought of here as a means to simply communicate ‘knowledge’ from one generation to another, but conceived as a process among human beings whose quality of being able to refuse ideas makes education worthwhile. Makerspaces are an important addition to STEM education, not because of the things that they bear, but because they expand the range of experiences that are needed for grounding representations.
