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Since its inception, cybernetics, was more or less identified as a science of self-regulating and equilibrating systems. Thermostats, physiological regulation of body temperature, automatic steering devices, economic and political processes were studied under a general mathematical model of deviation-counteracting feedback networks. By focusing on the deviation-counteracting aspect of the mutual causal relationships however, the cyberneticians paid less attention to the systems in which the mutual causal effects are deviation-amplifying. Such systems are ubiquitous: accumulation of capital in industry, evolution of living organisms, the rise of cultures of various types, interpersonal processes which produce menial illness, international conflicts, and the processes that are loosely termed as "vicious circles" and "compound interests"; in short, all processes of mutual causal relationships that amplify an insignificant or accidental initial kick, build up deviation and diverge from the initial condition. In contrast to the progress in the study of equilibrating systems, the deviation-amplifying systems have not been given as much investment of time and energy by the mathematical scientists on the one hand, and understanding and practical application on the part of geneticists, ecologists, politicians and psychotherapists on the other han

Theorists have devoted more interest to questions of "the virtual" recently. This is due, in part, to growing familiarity with the scientific concepts necessary to its interrogation, as well as the philosophical writings of Gilles Deleuze and those of philosophers he has resurrected, such as Spinoza and Bergson. But this interest is also the result of growing dissatisfaction with current theoretical approaches that rely on "top-down" methods unable to effectively account for the emergence or mutation of systems. Manuel DeLanda, for instance, has referred in his writing to oversimplifications that attribute causes to posited systems such as "late capitalism" without describing the causal interaction of their parts, which would change in different contexts. In his introduction to Parables for the Virtual, Brian Massumi argues that cultural theory's over-reliance on ideological accounts of subject-formation and coding has resulted in "gridlock," as the processes that produce subjects disappear in critiques that position bodies on a grid of oppositions (male-female, gay-straight, etc.). In one of his more exceptional examples, Massumi argues that Ronald Reagan's success as the "Great Communicator" was not due to his mastery of image-based politics to hypnotize an unwitting public. The opposite was the case. Reagan's halting speech and jerky movements were the source of his power, the infinite interruptions in his delivery so many moments of indeterminacy or virtual potential that were later made determinate by specific receiving apparatuses, such as families and churches. In short, interactions among non-ideological parts produced ideological power. Critiques that consider only the ends of ideology are unable to examine the very processes that create constraining subject-formations in the first place.

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.

Neither of these theories, however, is sufficient to represent the nature of learning in the online world. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.

The combination of these origins suggests a relationship of knowledge, power, and agency that is grounded in both the social and the political spheres. Knowledge represents “positions from which people make sense of their worlds and their place in them, and from which they construct their concepts of agency, the possible, and their own capacities to do” (Stewart 2002, 20).