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The problem is the idea that the alternative to making is usually not doing nothing

what I do (teaching) for what I’m actually trying to help elicit (learning)

Or, worse, if you say that I "make" other people, you are diminishing their agency and role in sense-making, as if their learning is something I do to them.

there's still this stigma that feels like it attaches to those-who-don’t-make

Rather, I want to see us recognize the work of the educators, those that analyze and characterize and critique, everyone who fixes things, all the other people who do valuable work with and for others—above all, the caregivers—whose work isn’t about something you can put in a box and sell.

The reflective practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique.

Learning from direct experience can be more effective if coupled with reflection-that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience. Reflecting on what has been learned makes experience more productive. Reflection builds one’s confidence in the ability to achieve a goal (i.e., self-efficacy), which in turn translates into higher rates of learning

If making is to go beyond something that is just fun to do while doing it, then reflection can and should be used to help insure that the knowledge, skills, dispositions, attitudes, and values learned through individual making sessions are transferred to other settings.