“Freire was also an advocate for education as a form of empowerment and argued that learners should go from the “consciousness of the real” to the “consciousness of the possible” as they perceive the “viable new alternatives” beyond “limiting situations” (Freire, 1974). Therefore, students’ projects should be deeply connected with meaningful problems, either at a personal or community level, and designing solutions to those problems would become both educational and empowering.”
Blikstein, 2013, Digital Fabrication and ‘Making’ in Education:
The Democratization of Invention