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Maker spaces, walking, and mentorship as ways to develop transversal skills.

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Title: Maker spaces, walking, and mentorship as ways to develop transversal skills.
Authors: Graham, Mark1 (AUTHOR) mark_graham@byu.edu
Source: Arts Education Policy Review. 2025, Vol. 126 Issue 4, p277-287. 11p.
Subject Terms: *STEAM education, *Cultural awareness, *Emotional intelligence, *Creative teaching, *Experiential learning, Makerspaces, Mentoring, Mental health
Geographic Terms: Albuquerque (N.M.)
Abstract: This essay describes two experiments in a transformative, transversal education that rely on uniquely different pedagogies and epistemologies connected to art and artmaking. The first example explores a STEAM education maker space among Indigenous students in New Mexico. The second example is an experiential learning project using walking with others to explore ideas about enlightenment, empathy, and wholeness framed by Tibetan Buddhism in the Himalayas of Nepal. These experiences provided a window into transversal competence within the contexts of STEAM education, belief, spirit, and emotional resiliency. These two projects describe pedagogical competencies, including mentorship, developing cultural awareness, emotional well-being and whole-person development that respond to critical issues for shaping today's world. The maker space embraced transversal competencies and thinking dispositions connected to studio habits of mind such as paying attention, developing craft, persistent sustained investigation, envisioning and empathy. The author sought collaborative cross-fertilization in sites that embody concern about responding to our collective crisis and future in creative multidisciplinary ways. [ABSTRACT FROM AUTHOR]
Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Maker spaces, walking, and mentorship as ways to develop transversal skills.
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  Data: <searchLink fieldCode="JN" term="%22Arts+Education+Policy+Review%22">Arts Education Policy Review</searchLink>. 2025, Vol. 126 Issue 4, p277-287. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+awareness%22">Cultural awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+teaching%22">Creative teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Makerspaces%22">Makerspaces</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink>
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  Data: This essay describes two experiments in a transformative, transversal education that rely on uniquely different pedagogies and epistemologies connected to art and artmaking. The first example explores a STEAM education maker space among Indigenous students in New Mexico. The second example is an experiential learning project using walking with others to explore ideas about enlightenment, empathy, and wholeness framed by Tibetan Buddhism in the Himalayas of Nepal. These experiences provided a window into transversal competence within the contexts of STEAM education, belief, spirit, and emotional resiliency. These two projects describe pedagogical competencies, including mentorship, developing cultural awareness, emotional well-being and whole-person development that respond to critical issues for shaping today's world. The maker space embraced transversal competencies and thinking dispositions connected to studio habits of mind such as paying attention, developing craft, persistent sustained investigation, envisioning and empathy. The author sought collaborative cross-fertilization in sites that embody concern about responding to our collective crisis and future in creative multidisciplinary ways. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Arts Education Policy Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10632913.2025.2478990
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      – Code: eng
        Text: English
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        StartPage: 277
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      – SubjectFull: STEAM education
        Type: general
      – SubjectFull: Cultural awareness
        Type: general
      – SubjectFull: Emotional intelligence
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      – SubjectFull: Creative teaching
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      – SubjectFull: Experiential learning
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      – SubjectFull: Makerspaces
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      – SubjectFull: Mentoring
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      – SubjectFull: Mental health
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      – SubjectFull: Albuquerque (N.M.)
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      – TitleFull: Maker spaces, walking, and mentorship as ways to develop transversal skills.
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              Text: 2025
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