In a two part essay Fiacre O’Duinn explains why DARPA’s partnership with MAKE magazine to fund 1,000 makerlabs in U.S high schools is antithetical to the maker movement and wonders whether it’s a line in the sand that will divide the movement:
While the MENTOR program involves cooperation, this is done so as part of challenge competitions, in which teams compete against each other for cash prizes. This seems in stark contrast to how maker culture has developed to date. Why is competition necessary? If the goal is truly for education using the hacker/maker model, can learning and exploration not take place merely for pleasure, in a completely open environment, or must it be reduced to yet another lesson in the need to hoard and compete for resources and information?
Third, why has the field of study in these makerspaces narrowed only to STEM topics? What happened to the transdisiplinary focus of hacker/maker communities that make them so innovative? Where are the arts? Where are wearables, knitivism, DIY molecular gastronomy? Why do the challenges involve working on unmanned air vehicles or robots, projects that are of interest to DARPA for their military applications? Shouldn’t we encourage STEAM rather than STEM? Could it be that regardless of their educational potential, these topics have no possible military application? With such a narrow focus, one could ask which culture will win the day, maker or military?
Finally, why are the full details of the Make proposal and specifics of the agreement with DARPA not being made public? Because in dealing with the military, lack of transparency is simply a matter of course. This works well for the military but why is it necessary for a community project involving children? Why was a “Secret” clearance level needed to work on designing modules for the program, according to this job advertisement? This lack of transparency also leaves other questions unanswered. For example, as the program expands to over 1000 schools, will military personnel be brought in to teach? This last question brings me to issues of recruitment, STEM education and the military.
The biggest issue of all may be the use of the the MENTOR program as a military recruitment vehicle.
I’ve long opposed military recruitment programs in schools, but what might the benefits of such a program be? I’ve been thinking lately that in these times of austerity, and given the general difficulty in getting public funding for education and social programs in the U.S even when we’re not in a recession, tying social programs to hawkish programs like defense and law enforcement may be the only way to go.
In his “State of the World” in 2009, Bruce Sterling suggested taking a national defense position on climate change:
If I wanted to be politically effective, rather than visionary, I’d disguise myself as a right-wing Green, probably some kind of hunting-shooting NASCAR “conservationist,” and I’d infiltrate the Republicans this year. [...]
So we publicly recognize the climate crisis: just as if we suddenly discovered it ourselves. And we don’t downplay the climate crisis: we OVERPLAY the crisis.
“Then we blame the crisis on foreigners. We’re not liberal weak sisters ‘negotiating Kyoto agreements.’ We’re assembling a Coalition of the Willing tp threaten polluters.
“We’re certainly not bowing the knee to the damn Chinese — they own our Treasury, unfortunately, but we completely change the terms of that debate. When the Chinese open a coal mine and threaten the world’s children with asthma, we will take out that threat with a cruise missile!
That’s our new negotiating position on the climate crisis: we’re the military, macho hard line.
Would it work? Would it be worth selling out the rest of your values for?
I don’t know, but also consider the sorry state of jobs in the country. On the one hand, Newt Gingrich’s moon base idea was justified as a defense measure, but it was widely seen as a proposal as a jobs program for NASA’s home state. Maybe a moon base was too wild an idea, but could something like sci-fi work? Remember, the interstate highway system in the U.S. was actually called the Dwight D. Eisenhower National System of Interstate and Defense Highways and was justified as a defense measure. If we want a jobs program to rebuild or crumbling infrastructure, it seems like we could do a lot worse than call it a homeland security program.
So given the sorry state of STEM education, and the expense of setting up hackerspaces and the absolutely dismal state of public libraries (which many suggest turning into hacker spaces), is it time to consider letting DARPA build hackerspaces for the kids, even if it means letting in military recruiters and having the kids focused on making weapons?
I can see the pragmatic benefit, but I still just can’t justify it. As Fiarce points out, the program is just too antithetical to the maker spirit. And although as many have pointed out DARPA has funded all sorts of research over the years, including the creation of the Internet, the MENTOR program will specifically include a competition for designing weaponized vehicles for military use. DARPA may do some good work too, but having kids design weapons for the military crosses a line for me.
So will it split the community? Someone with more knowledge of the history of the computer hacking movement and how the NSA and other defense agencies tried to hijack it might have more insight than me. But it seems that if the maker movement has any momentum of its own, then this shouldn’t be fatal to it. Those who want to collaborate openly and make things other than war planes, and those attracted to the militaristic elements of the DARPA program will go there. Hopefully the maker movement will be able to sustain both strands, much like the computer hacker movement managed to sustain an open source movement.