ABSTRACT
In inventive learning, materiality simultaneously contributes to creating unpredictability and supporting action amidst uncertainty by embedding the creative process in the tangible world. With examples from a secondary school project, in which abstract ideas were materialized into smart artifacts, this chapter illustrates how making enables situated and embodied knowledge as well as generative action. Such practice prompts cultivating a collaborative approach with the material environment, shifting the focus of learning from rationalizing an external abstract phenomenon to acting well with the tangible details at hand. Further, acknowledging active and dynamic materiality calls researchers and educators for sensitizing to responsibilities that are situated in the mundane details of educational practices.
