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Terry Elliott

Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 0 views

davecormier.com/...cation-community-as-curriculum

ifttt delicious diigo

shared by Terry Elliott on 14 Jan 14 - No Cached
  • define what counts as knowledge.
  • painstaking process by which knowledge has traditionally been codified.
  • Knowledge as negotiation
  • ...11 more annotations...
  • The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
  • clear definition of the word "knowledge" is difficult
  • simply another part of the way things are"
  • Horton and Freire
  • no community can live a healthy life if it is nourished only on such old marrowless truths.
  • a negotiation (Farrell 2001)
  • social contructivist and connectivist
  • (Cormier 2008).
  • we see as our goal the co-construction of those secret connections as a collaborative effort
  • Changing Knowledge
  • the conversion of information to knowledge
Terry Elliott

Claire Boonstra on the Shift to Value-Centered Education at TEDxAmsterdamED 2012 - YouTube - 0 views

www.youtube.com/watch

education rhizome cheating thinking

shared by Terry Elliott on 15 Jan 14 - No Cached
  • Terry Elliott on 15 Jan 14
     
    Classic take down of 'one way thinking'--the opposite of rhizomatic thinking.
Rick Bartlett

do you know networks? on leaving the Garden of Eden | the theoryblog - 0 views

theory.cribchronicles.com/...-on-leaving-the-garden-of-eden

networks leaving garden rhizome thinking

shared by Rick Bartlett on 10 Feb 14 - No Cached
  •  I like doubters, complications, ideas that break down assumptions and build toward further questions, not answers.
  • the Tree of Knowledge is not an apple, in my belief systems. It is a weed.
  •  To ask how it has come to be that participatory networked practices are more likely to be framed as threats than opportunities for education in the 21st century.
  • ...2 more annotations...
  •  Things written in print are either finished or not. They do not blend into each other; they do not create webs. They create canons, privileging some over others and erasing the steps of their logic so as to make it all appear natural.
  • But…and this is important…it was the free exchange of ideas and communications we valorized in that Enlightenment ideal. Not actually the small yet increasingly commodified paper packet. Yet we conflated the two. And in the process, we allowed the grammar of schooling to reinforce a Romantic identification of books, in particular, with all things noble about humanity.
Rick Bartlett

Rhizomatic Learning - A Pedagogy of Risk | Jenny Connected - 0 views

jennymackness.wordpress.com/...ic-learning-a-pedagogy-of-risk

rhizome learning pedagogy

shared by Rick Bartlett on 18 Feb 14 - No Cached
  • Mention of safety in relation to online space raises for me the link between space and risk.  With space comes risk and with risk comes ethical responsibility. I would suggest that the more open the space, the greater the risk for both learner and ‘teacher’, and the greater the ethical responsibilities of all participants, but particularly the ‘teacher’.
  • the ‘virtue of space’ as being freedom, but with this freedom comes a number of risks. He recognises that a common response to these risks in an educational setting is to close down the space, rationalising this as being in the students’ best interests – but as he points out ‘No risk, no space’ – and space is needed if the students/learners are going to become ‘authentically themselves’.
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