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Rhizomatic Learning
Rhizomatic learning is a term applied to a variety of pedagogical practices informed by the work of Gilles Deleuze and Félix Guattari. Explored initially as an application of post-structural thought to education, it has more recently been identified as methodology for net-enabled education. In contrast to goal-directed and hierarchical theories of learning, it posits that learning is most effective when it allows participants to react to evolving circumstances, preserving lines of flight that allow a fluid and continually evolving redefinition of the task at hand. In such a structure, "the community is the curriculum", subverting traditional notions of instructional design where objectives pre-exist student involvement.
== The rhizome ==
Rhizomatic learning takes its name from the rhizome, a type of plant which Deleuze and Guattari believed provided an interesting contrast with rooted plants. In her work ''Deleuze, Education, and Becoming'' Inna Semetsky summarizes the pertinent differences of the rhizome:The underground sprout of a rhizome does not have a traditional root. There is a stem there, the oldest part of which dies off while simultaneously rejuvenating itself at the tip. The rhizome’s renewal of itself proceeds autopoietically: the new relations generated via rhizomatic connections are not copies, but each and every time a new map, a cartography. A rhizome does not consist of units, but of dimensions and directions. For Deleuze and Guattari the rhizome formed a model for an epistemological alternative to Western rationalism.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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