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Rhizomatic Education : Community as Curriculum

Rhizomatic Education : Community as Curriculum
Below is my paper as it appears in Innovate – Journal of Online Education. Many, many thanks to the fine folks there for all their help. Note: this journal has since gone ‘out of print’. the originals are still available at but i have adjusted the links here so that they continue to work. The truths of which the masses now approve are the very truths that the fighters at the outposts held to in the days of our grandfathers. We fighters at the outposts nowadays no longer approve of them; and I do not believe there is any other well-ascertained truth except this, that no community can live a healthy life if it is nourished only on such old marrowless truths. —Henrik Ibsen, An Enemy of the People (1882/2000, IV.i) Knowledge as negotiation is not an entirely new concept in educational circles; social contructivist and connectivist pedagogies, for instance, are centered on the process of negotiation as a learning process. On Knowledge Information is the foundation of knowledge.

Related:  Aprendizaje RizomáticoAprendizaje rizomáticotheory of educationConnectivism

Rhizomatic Learning – A Pedagogy of Risk February 16, 2014 by jennymackness (Source of image: On Twitter Nick Kearney asked “Are we reaching an understanding of what ‘rhizomatic’ praxis might involve?” I’m not sure. Rhizomatic Learning – Why we teach? It’s my week at #change11. My topic? Rhizomatic Learning. Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus. Towards a Working Theory of Learning: The Affective Context Model Preface: (you can find a brief video overview of the Affective Context Model here.) For about five years I taught psychology - including learning theory, cognitive psychology, developmental psychology and comparative psychology.

To Find Success, Psychologists Recommend More Listening and Connecting Do you struggle to understand what people may be thinking? Do you wonder why you are not as successful as you want to be? Do you think that sometimes your emotions get the best of you? If so, you may need to improve your emotional intelligence. It was two Yale psychologists, John D. Rhizome Theory, according to Deleuze and Guattari : invisibletransmission One of the challenges that I highlighted in my research proposal is that it will likely be difficult to keep the structure of this project from deviating towards a hierarchical, or tree-like, model. It’s very easy to slip – Western minds naturally want to follow a hierarchical, ontological thinking process. A good way to prevent this from happening is to understand rhizome theory (although this, in itself, is difficult).

Questions about rhizomatic learning This is an open letter to Keith Hamon. Since it is open anyone is welcome to respond, but the thoughts here have been prompted by contact with Keith. (For source of image – see References) 9 reasons why I am NOT a Social Constructivist Educators nod sagely at the mention of ‘social constructivism’ confirming the current orthodoxy in learning theory. To be honest, I’m not even sure that social constructivism is an actual theory, in the sense that it’s verified, studied, understood and used as a deep, theoretical platform for action. For most, I sense, it’s a simple belief that learning is, well, ‘social’ and ‘constructed’. As collaborative learning is a la mode, the social bit is accepted without much reflection, despite its obvious flaws. Constructivism is trickier but appeals to those with a learner-centric disposition, who have a mental picture of ideas being built in the mind. Let me say that I am not, and never have been, a social constructivist.

Before We Were Connected: How To Achieve a Statewide Professional Learning Network It’s only fair that I begin this post with an honest perception of my experience as a “connected” teacher in the state of Tennessee. My journey began in 2001, when I accepted a 3rd grade teaching position in Shelby County, TN. The county was small, yet quaint.

What is a rhizome, anyway? : invisibletransmission Iris Rhizome. Image from Rhizome is a term that originates in botany. Often situated underground or just at the surface of the ground, it is a multi-nodal stem that sends out roots and shoots to perpetuate growth and spread of a plant. A good example of a rhizome system is crab grass on your front lawn, or an iris plant (see right). In critical theory, a rhizome is a system for structuring data.

etmooc: Rhizomatic learning in philosophy courses I recently watched Dave Cormier‘s “Intro to rhizomatic learning” presentation as part of my participation in etmooc. Here, I’ll explain what rhizomatic learning is as briefly as I can, discuss what it might look like in a university level philosophy course, and ask a few questions. In the next post I explore a possible critique that I’ve been mulling over. I’m not just assuming here that rhizomatic learning is a good thing (though obviously I find it interesting enough to write about), but rather just at this point examining the idea to help me better work to evaluate it. What is “rhizomatic learning”? (according to Cormier) International Journal of Learning and Media - Full Text Efforts to understand the dynamic processes of learning situated across space and time, beyond the here and now, are presently challenging traditional definitions of learning and education. How can we conceptualize learning in a way that is able to respond to and explain the increasing complexity, connectivity, and velocity of our times? We elaborate on the notion of “connected learning” as a conceptual heuristic that has recently received recognition as a potential lens and a model through which to research and promote learning as a holistic experience that stretches beyond formal and informal communities.

Related:  change11