I recently heard a story about the building of a new university campus. Unusually, the architect hadn't designed any pedestrian paths into his plan. When asked why there were no pathways between the buildings, he replied cryptically that he was waiting to see what happened. Soon, over a period of time, as students and staff walked between the buildings, they made their own tracks or 'desire lines' through the grass. Once these tracks had become established as the most natural and preferred routes, the architect ordered the builders in to pave over the tracks. 'Better they create their own pathways', he said, 'than for me build them, and then for them not be used'. Instead of imposing his own ideas onto the community, the architect had crowd sourced his design.
First, Deleuze and Guattari use the rhizome mostly as a metaphor, or so it seems to me, and I don't think metaphors can be pushed to any great precision. Rather, a metaphor compares a more tangible thing to another less ...
In a response to my previous post, fellow CCK12 MOOCer and blogger, Matt Bury, describes a number of techniques that he uses to build communities of inquiry and practice in his classrooms, and it reminds me that formal theories—if we choose to call Connectivism a formal theory—grow in very informal, rhizomatic ways, spreading like oil—or as Deleuze and Guattari say of the rhizomatic growth of language: It evolves by subterranean stems and flows, along river valleys or train tracks; it spreads like a patch of oil. It is not proselytized as a monolithic system of thought. I think this is one of the appeals of rhizomatic thinking for me, and I suspect it may be for others as well.
I’ve committed to taking the work i’ve been doing around rhizomatic learning to the next level this year. I don’t necessarily know what that’s going to look like, but hopefully it will at least mean a few more papers and some better thinking. One of the steps that I’ve taken in the last few days is to setup a mendeley group dedicated to rhizomatic learning and seeing what we can do about gathering the scant existing publications together into one place. So far the response has been very good, and a considerable about of stuff has been gathered.
For five years now i’m been trying to come up with a way of summarizing what Rhizomatic learning means to me. It is one thing to have a number of students trapped in a room, or tied to me by a grade, who are forced to listen to me for hours on end until they come to some shared understanding… it is quite another to explain it to someone in the street. “Hey Dave, what’s your presentation about” “well… it’s kinda hard to explain, you see, there are these plants that live undergound… ” and then i go off and start to talk about how i want students to be nomads and ask semi-rhetorical questions like ‘why do we teach‘.
How Strange Attractors, Panarchy and Rhizome Can Be Used To Support Organizational Change. February 10, 2012 louisdietvorst Leave a comment Go to comments. Picture source here. The blog title is about three not so ...
Deleuze and Merleau-Ponty: The Aesthetics of Difference written by Henry Somers-Hall http://t.co/hGXppwvv...
The purposes of this paper are, first, to show the importance within Deleuze’s aesthetics of the notion of the Gestalt, conceived as a figure against a background, and second to show that recognizing the importance of this notion leads to a sympathy for themes in the work of Merleau-Ponty. After showing the motivations for Merleau-Ponty’s adoption of the concept of the Gestalt, and its application within Eye and Mind, I wish to show that despite the similarities in their analyses Merleau- Ponty’s analysis is ultimately incapable of providing a complete description of the w ork of art.
TwitLonger is the easy way to post more than 140 characters to Twitter (RT @symphily: [ #Deleuze ] Teaching is "a sort of moving matter akin to music, with each group taking from it what suits them (cont)
Nowadays there are rhizomes seated in every college class and conference session. There's a robust, rhizomatic back channel of communication among those formerly known as the audience, attendees, students or enrollment. But somehow the trees and rhizome are disconnected. Instead of feeding each others' growth, the tree-like presenters of front channel content are getting drained by the boredom, disinterest and distracted attention of the back channel rhizome. It's as if everyone is enacting a role of zero-growth "rocks in my head" instead of the dynamic of "porous surfaces nurturing continual growth".
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