Group items tagged deleuze - #Rhizo15

Deleuze and Guattari, "Rhizome" annotation by Dan Clinton - 0 views

csmt.uchicago.edu/...deleuzerhizome.htm

rhizome deleuze rhizo14 #rhizo14

shared by Vanessa Vaile on 17 Jun 14 - No Cached

Vanessa Vaile on 17 Jun 14

"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "

<div class="cArrow"> </div><div class="cContentInner">"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "</div>

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Vanessa Vaile on 17 Jun 14

"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "

<div class="cArrow"> </div><div class="cContentInner">"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "</div>

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Vanessa Vaile on 17 Jun 14

"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "

<div class="cArrow"> </div><div class="cContentInner">"Positioned as the introduction to the second volume of Capitalism and Schizophrenia, Rhizome principally constructs a model (a new map) for apprehending the constitution and reception of a book. As Deleuze writes, "the book is not an image of the world. It forms a rhizome with the world, there is an aparallel evolution of the book and the world" (11). This model, framed metaphorically around rhizomorphism, also extends itself within the text to the study of linguistics and politics. "</div>

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PDF.js viewe - 1 views

chelt.anu.edu.au/...QPR_2012_proceedings.pdf

pdf rhizome deleuze

shared by Jaap Bosman on 14 Jan 14 - No Cached

Jaap Bosman on 14 Jan 14

Rhizomatic research cultures The current research climate in Australian universities is one in which projects are increasingly conceived as multidisciplinary, interdisciplinary, transdisciplinary, extradisciplinary, even 'wicked' (Brown, Harris & Russell 2010). A recent lead article in Campus Review (Bennett 2012) takes this as a critical shift in the academy that urgently requires attention. One effect of this increasingly interdisciplinary focus is that the traditional boundaries between disciplines seem to be blurring. Within this, the people working on these projects are also increasingly diverse, coming together from non‐traditional pathways, from different disciplinary backgrounds, and from different cultural and linguistic backgrounds, so that distinctions between local and global also seem to be blurring. One way to understand these conditions might be through the rhizomatic knowledge structures described by Deleuze & Guattari (Deleuze & Guattari 1988): perhaps it would be useful to think about this research climate as a kind of rhizomatic academic network that is characterised by connection, heterogeneity and multiplicity.

<div class="cArrow"> </div><div class="cContentInner">Rhizomatic research cultures The current research climate in Australian universities is one in which projects are increasingly conceived as multidisciplinary, interdisciplinary, transdisciplinary, extradisciplinary, even 'wicked' (Brown, Harris & Russell 2010). A recent lead article in Campus Review (Bennett 2012) takes this as a critical shift in the academy that urgently requires attention. One effect of this increasingly interdisciplinary focus is that the traditional boundaries between disciplines seem to be blurring. Within this, the people working on these projects are also increasingly diverse, coming together from non‐traditional pathways, from different disciplinary backgrounds, and from different cultural and linguistic backgrounds, so that distinctions between local and global also seem to be blurring. One way to understand these conditions might be through the rhizomatic knowledge structures described by Deleuze & Guattari (Deleuze & Guattari 1988): perhaps it would be useful to think about this research climate as a kind of rhizomatic academic network that is characterised by connection, heterogeneity and multiplicity.</div>

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Jaap Bosman on 14 Jan 14

about research culture

<div class="cArrow"> </div><div class="cContentInner">about research culture</div>

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Rhizome (philosophy) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Rhizome_(philosophy)

#rhizo14 rhizome philosophy deleuze networks theory

shared by Vanessa Vaile on 24 Jan 14 - Cached

Vanessa Vaile on 24 Jan 14

"Rhizome is a philosophical concept developed by Gilles Deleuze and Félix Guattari in their Capitalism and Schizophrenia (1972-1980) project. It is what Deleuze calls an "image of thought", based on the botanical rhizome, that apprehends multiplicities."

<div class="cArrow"> </div><div class="cContentInner">"Rhizome is a philosophical concept developed by Gilles Deleuze and Félix Guattari in their Capitalism and Schizophrenia (1972-1980) project. It is what Deleuze calls an "image of thought", based on the botanical rhizome, that apprehends multiplicities."</div>

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Australian Humanities Review: Deleuze and the Internet by Ian Buchanan - 0 views

www.australianhumanitiesreview.org/...Buchanan.html

deleuze internet rhizome

shared by Jaap Bosman on 12 Jan 14 - Cached

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Jaap Bosman on 12 Jan 14

Is the Internet a rhizome? All the straws in the wind say 'yes' it is. Whereas mechanical machines are inserted into hierarchically organised social systems, obeying and enhancing this type of structure, the Internet is ruled by no one and is open to expansion or addition at anyone's whim as long as its communication protocols are followed. This contrast was anticipated theoretically by Gilles Deleuze and Félix Guattari especially in A Thousand Plateaus (1980), in which they distinguished between arboreal and rhizomic cultural forms. The former is stable, centred, hierarchical; the latter is nomadic, multiple, decentred - a fitting depiction of the difference between a hydroelectric plant and the Internet.26

<div class="cArrow"> </div><div class="cContentInner">Is the Internet a rhizome? All the straws in the wind say 'yes' it is. Whereas mechanical machines are inserted into hierarchically organised social systems, obeying and enhancing this type of structure, the Internet is ruled by no one and is open to expansion or addition at anyone's whim as long as its communication protocols are followed. This contrast was anticipated theoretically by Gilles Deleuze and Félix Guattari especially in A Thousand Plateaus (1980), in which they distinguished between arboreal and rhizomic cultural forms. The former is stable, centred, hierarchical; the latter is nomadic, multiple, decentred - a fitting depiction of the difference between a hydroelectric plant and the Internet.26 </div>

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Webs,nets, rhizomes; - 1 views

www.pinterest.com/...rhizome-deleuze-guattari

#rhizo14 Deleuze theory rhizome web essay

shared by Vanessa Vaile on 24 Jan 14 - No Cached

Vanessa Vaile on 24 Jan 14

"This board is in support of the web essay incorporating ideas based on the Rhizome chapter in the book by Deleuze and Guattari, A Thousand Plateaus. Check the web essay here: http://assemblagegiraf87.blogspot.co.uk/ NOTE: The chapter of the book is available online: http://danm.ucsc.edu/~dustin/library/deleuzeguattarirhizome.pdf"

<div class="cArrow"> </div><div class="cContentInner">"This board is in support of the web essay incorporating ideas based on the Rhizome chapter in the book by Deleuze and Guattari, A Thousand Plateaus. Check the web essay here: <a href="http://assemblagegiraf87.blogspot.co.uk/" rel="nofollow" target="_blank">http://assemblagegiraf87.blogspot.co.uk/</a> NOTE: The chapter of the book is available online: <a href="http://danm.ucsc.edu/~dustin/library/deleuzeguattarirhizome.pdf" rel="nofollow" target="_blank">http://danm.ucsc.edu/~dustin/library/deleuzeguattarirhizome.pdf</a>"</div>

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Down the Rabbit Hole | Exploring Digital Culture - 0 views

cathleennardi.wordpress.com/...down-the-rabbit-hole

shared by Terry Elliott on 02 Feb 14 - No Cached

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“the reader is invited to move among plateaux in any order.”
- Terry Elliott on 02 Feb 14
  
  In the #clmooc I helped to facilitate last summer one of the principles that we reiterated in welcoming posts was that of invitation. Not just any invitation, but invitation anywhere and any time. The course/collaboration had no beginning in that all who came to it brought with them a history that powered them like an artesian well. The cMOOC has also had no end either. It still exists and is used and is bring those who are and were a part of it into other worlds like #rhizo14.
  
  <div class="cArrow"> </div><div class="cContentInner">In the #clmooc I helped to facilitate last summer one of the principles that we reiterated in welcoming posts was that of invitation. Not just any invitation, but invitation anywhere and any time. The course/collaboration had no beginning in that all who came to it brought with them a history that powered them like an artesian well. The cMOOC has also had no end either. It still exists and is used and is bring those who are and were a part of it into other worlds like #rhizo14.</div>
  
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A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.  (Deleuze & Guattari, A Thousand Plateaus.  P. 25)
- Terry Elliott on 02 Feb 14
  
  Sometimes my familiarity with the the fact of real rhizomes saps the metaphor's usefulness. I understand that D & G are talking about power relationships, but in a way that makes no sense at all when discussing 'whole things'. There are power relationships in biological beings, but all the parts are pulling toward the imperative of surviving. So...I have been working through the uncertainty of applying this vague theoretical scaffold into the learning space of the classroom. Now that is where the idea of being always in the middle makes sense, suspended across to learners as a bridge and at the same time walking across other's bridges.
  
  <div class="cArrow"> </div><div class="cContentInner">Sometimes my familiarity with the the fact of real rhizomes saps the metaphor's usefulness. I understand that D & G are talking about power relationships, but in a way that makes no sense at all when discussing 'whole things'. There are power relationships in biological beings, but all the parts are pulling toward the imperative of surviving. So...I have been working through the uncertainty of applying this vague theoretical scaffold into the learning space of the classroom. Now that is where the idea of being always in the middle makes sense, suspended across to learners as a bridge and at the same time walking across other's bridges.</div>
  
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forever in flux.
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...6 more annotations...
Lines of Flight:  Deleuze and Nomadic Creativity,
- Terry Elliott on 02 Feb 14
  
  http://philosophyforchange.wordpress.com/2013/06/18/lines-of-flight-deleuze-and-nomadic-creativity/
  
  <div class="cArrow"> </div><div class="cContentInner"><a href="http://philosophyforchange.wordpress.com/2013/06/18/lines-of-flight-deleuze-and-nomadic-creativity/" rel="nofollow" target="_blank">http://philosophyforchange.wordpress.com/2013/06/18/lines-of-flight-deleuze-and-nomadic-creativity/</a></div>
  
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Maureen Maher
- Terry Elliott on 02 Feb 14
  
  https://plus.google.com/u/0/106770222126184501029/posts?cfem=1
  
  <div class="cArrow"> </div><div class="cContentInner"><a href="https://plus.google.com/u/0/106770222126184501029/posts?cfem=1" rel="nofollow" target="_blank">https://plus.google.com/u/0/106770222126184501029/posts?cfem=1</a></div>
  
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Knowmadic thinking is “exposing metaspaces in between each, opening new opportunities for new blends of formal, informal, non-formal and serendipitous learning. As in the Invisible learning project, we focus on educating for personal knowledge creation that cannot be measured easily.”
- Terry Elliott on 02 Feb 14
  
  As a practicing teacher working under the constraints and affordances that make modern pedagogy such an act of hypocrisy, I find that these generic observations are 'unhandy'. In fact, I get visceral with them. I get pissed off and feel a certain amount of 'how dare you'.
  
  <div class="cArrow"> </div><div class="cContentInner">As a practicing teacher working under the constraints and affordances that make modern pedagogy such an act of hypocrisy, I find that these generic observations are 'unhandy'. In fact, I get visceral with them. I get pissed off and feel a certain amount of 'how dare you'.</div>
  
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Rhizomatic Learning
- Terry Elliott on 02 Feb 14
  
  This is what I asked about last week, too. What makes learning different from rhizomatic or deep or knowmadic learning. I think the modifiers (deep, rhizomatic, knowmadic) have a purpose. They allow us to filter learning differently very like having a variety of critical stances. It is, however, like the story of the blind men and the elephant. Which description is correct? All of them--in part.
  
  <div class="cArrow"> </div><div class="cContentInner">This is what I asked about last week, too. What makes learning different from rhizomatic or deep or knowmadic learning. I think the modifiers (deep, rhizomatic, knowmadic) have a purpose. They allow us to filter learning differently very like having a variety of critical stances. It is, however, like the story of the blind men and the elephant. Which description is correct? All of them--in part.</div>
  
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“how do we bring this concept of embracing uncertainty into our classrooms?”
- Terry Elliott on 02 Feb 14
  
  I tried to address this in my blog post this week: http://impedagogy.com/wp/blog/2014/02/01/hodie-quid-egisti-what-have-ye-done-a-rhizomagic-week-of-blooming-buzzing-confusion/ I don't think I used the word 'uncertainty' once in that post, but the tone is, I think, one of taking that leap.
  
  <div class="cArrow"> </div><div class="cContentInner">I tried to address this in my blog post this week: <a href="http://impedagogy.com/wp/blog/2014/02/01/hodie-quid-egisti-what-have-ye-done-a-rhizomagic-week-of-blooming-buzzing-confusion/" rel="nofollow" target="_blank">http://impedagogy.com/wp/blog/2014/02/01/hodie-quid-egisti-what-have-ye-done-a-rhizomagic-week-of-blooming-buzzing-confusion/</a> I don't think I used the word 'uncertainty' once in that post, but the tone is, I think, one of taking that leap.</div>
  
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the leap into the unknown is the learning process.
- Terry Elliott on 02 Feb 14
  
  It is unnatural to leap into the total darkness of the unknown. In fact I think that by definition it is impossible. Instead I think we leap into the partly known. My analogy is the Kentucky pioneer Daniel Boone. Some might say that he worked his way into virgin, unknown territory. I would say yes and no. He did blaze trails into places no Euro-American had ever been, but the territory itelf shared lots of known traits with where he had already been. For example, water flows downhill to larger streams. The sun rises in the east. And the thousand other 'knowns' that come from a lifetime of living close to ground. And, of course, he really did blaze the trails he made by walking. He emblazened trees with marks for others to follow. Now that must've been an ego trip and a half! The other half of the analogy is that we too have general knowledge that we take with us into the knowmadic life and the rhizomatic wilderness of learning. We have theoretical knowledge. I would include the whole baggage of ed school in that. But we have to dump most of that when we move into the partly known territory of deep, rhizomatic knowmadicism. You need to travel light when you are blazing the trail. You need the practical stuff in your backpack. All week and every week I will be bringing back news as I light out into the territories. I expect to get well and truly turned around on occasion, but I don't plan on backtracking much except to send back reports. Boone wasn't much good at this part, but Lewis and Clark were, but I daresay I call more on the Kentuckian than I do the Virginian. All I know is that every one who reads this could be my Sacajewia, a real guide to the undiscovered country. Amen.
  
  <div class="cArrow"> </div><div class="cContentInner">It is unnatural to leap into the total darkness of the unknown. In fact I think that by definition it is impossible. Instead I think we leap into the partly known. My analogy is the Kentucky pioneer Daniel Boone. Some might say that he worked his way into virgin, unknown territory. I would say yes and no. He did blaze trails into places no Euro-American had ever been, but the territory itelf shared lots of known traits with where he had already been. For example, water flows downhill to larger streams. The sun rises in the east. And the thousand other 'knowns' that come from a lifetime of living close to ground. And, of course, he really did blaze the trails he made by walking. He emblazened trees with marks for others to follow. Now that must've been an ego trip and a half! The other half of the analogy is that we too have general knowledge that we take with us into the knowmadic life and the rhizomatic wilderness of learning. We have theoretical knowledge. I would include the whole baggage of ed school in that. But we have to dump most of that when we move into the partly known territory of deep, rhizomatic knowmadicism. You need to travel light when you are blazing the trail. You need the practical stuff in your backpack. All week and every week I will be bringing back news as I light out into the territories. I expect to get well and truly turned around on occasion, but I don't plan on backtracking much except to send back reports. Boone wasn't much good at this part, but Lewis and Clark were, but I daresay I call more on the Kentuckian than I do the Virginian. All I know is that every one who reads this could be my Sacajewia, a real guide to the undiscovered country. Amen.</div>
  
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ISSUU - Rhizome yourself - experiencing Deleuze and Guattari from theory to practice by... - 3 views

issuu.com/...xperiencing_deleuze_and_guatta

rhizome deleuze

shared by Jaap Bosman on 12 Jan 14 - No Cached

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Jaap Bosman on 12 Jan 14

experiment van theorie naar praktijk.

<div class="cArrow"> </div><div class="cContentInner">experiment van theorie naar praktijk. </div>

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A Thousand Plateaus PDF - 4 views

projectlamar.com/...A-Thousand-Plateaus.pdf

rhizome deleuze guittari a thousand plateaus

shared by wayupnorth on 14 Jan 14 - No Cached

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wayupnorth on 14 Jan 14

629 pages long - if you dare

<div class="cArrow"> </div><div class="cContentInner">629 pages long - if you dare</div>

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Jaap Bosman on 14 Jan 14

This is a translation in English

<div class="cArrow"> </div><div class="cContentInner">This is a translation in English</div>

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Questions about rhizomatic learning | Jenny Connected - 0 views

jennymackness.wordpress.com/...ions-about-rhizomatic-learning

questions jenny connected downes

shared by Cris Crissman on 08 Feb 14 - No Cached

Cris Crissman on 08 Feb 14

Stephen Downes's comment in OLDaily, Feb. 7 Questions about rhizomatic learning Jenny Mackness, February 6, 2014 At a certain point, perfectly good theories become nonsense. This may be that point. I am sympathetic with the list of questions Jenny Mackness poses to Keith Hamon about rhizomatic learning (a concept I'm increasingly questioning). For example: "I'm not sure that I would know how to distinguish a 'rhizomatic learner' from other learners." And "'A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.'" Strictly speaking, this is false of rhizomes (unless you're talking of the specific connection between plant and plant, in which case, one wonders how it is different from any other connection (and wonder why it can't have a middle)). I've commented to Dave Cormier (who seems to have a better handle on this) about this in the past: a rhizome network is a mesh, which is good, but there's no openness, no diversity, not really even any autonomy. And you mix that in with (quite frankly) silly statements from Deleuze and Guattari (like: "'State space is 'striated' or griddled") you get something that really begins to lack coherence. I've long complained of continental philosophers that when they don't understand something, they just make stuff up. There's too much of that in educational theory too.

<div class="cArrow"> </div><div class="cContentInner"> Stephen Downes's comment in OLDaily, Feb. 7 Questions about rhizomatic learning Jenny Mackness, February 6, 2014 At a certain point, perfectly good theories become nonsense. This may be that point. I am sympathetic with the list of questions Jenny Mackness poses to Keith Hamon about rhizomatic learning (a concept I'm increasingly questioning). For example: "I'm not sure that I would know how to distinguish a 'rhizomatic learner' from other learners." And "'A rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.'" Strictly speaking, this is false of rhizomes (unless you're talking of the specific connection between plant and plant, in which case, one wonders how it is different from any other connection (and wonder why it can't have a middle)). I've commented to Dave Cormier (who seems to have a better handle on this) about this in the past: a rhizome network is a mesh, which is good, but there's no openness, no diversity, not really even any autonomy. And you mix that in with (quite frankly) silly statements from Deleuze and Guattari (like: "'State space is 'striated' or griddled") you get something that really begins to lack coherence. I've long complained of continental philosophers that when they don't understand something, they just make stuff up. There's too much of that in educational theory too.</div>

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Deleuze for Developers: Deterritorialization - 2 views

words.steveklabnik.com/evelopers-deterritorialization

shared by Terry Elliott on 12 May 15 - No Cached

this diagram of the assemblage
- Terry Elliott on 12 May 15
  
  Looks like a network.
  
  <div class="cArrow"> </div><div class="cContentInner">Looks like a network.</div>
  
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writing style that they probably find opaque
- Terry Elliott on 12 May 15
  
  That is an understatement. Combine that with translation and you have a potent, nay real chance for misunderstanding. I find much of it unreadable and I suspect it is purposely so.
  
  <div class="cArrow"> </div><div class="cContentInner">That is an understatement. Combine that with translation and you have a potent, nay real chance for misunderstanding. I find much of it unreadable and I suspect it is purposely so.</div>
  
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This process is called 'deterritorialization.’ Healing the lines, repairing them, and re-containing the boundary is called 'reterritorialization.’
- Terry Elliott on 12 May 15
  
  What if the boundary is semi-permeable as it often is on both micro and macro levels in natural settings.
  
  <div class="cArrow"> </div><div class="cContentInner">What if the boundary is semi-permeable as it often is on both micro and macro levels in natural settings.</div>
  
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...1 more annotation...
Obviously, the Twitter-assemblage is interconnected with a ton of other assemblages that represent other services.
- Terry Elliott on 12 May 15
  
  Yes, semipermeable, filtered in some way.
  
  <div class="cArrow"> </div><div class="cContentInner">Yes, semipermeable, filtered in some way.</div>
  
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Rhizomatic learning | Learning Research & Change Methods - 0 views

changemethods.wordpress.com/...rhizomatic-learning

rhizome deleuze classroom

shared by Jaap Bosman on 12 Jan 14 - No Cached

Jaap Bosman on 12 Jan 14

This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze's conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics.

<div class="cArrow"> </div><div class="cContentInner">This paper uses complexity theory as a means towards clarifying some of Gilles Deleuze's conceptualisations in communication and the philosophy of language. His neologisms and post-structuralist tropes are often complicated and appear to be merely metaphorical. However their meanings may be clarified and enriched provided they are grounded in the science of complexity and self-organising dynamics.</div>

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cheating on cheating, make a list? - 5 views

OK then make a free association list w/o categories, or put them on separate 3x5 cards and shuffle the deck -- or use a random generating program. According to Judge Dee, there is no such thing as ...

rhizome cheating

started by Jaap Bosman on 15 Jan 14 4 follow-ups, last by Vanessa Vaile on 16 Jan 14

The Power of Networks-Video + Links #rhizo14 - 0 views

thenewfacultymajority.blogspot.com/...tworksvideo-links-rhizo14.html

networks video power links Deleuze network theory rhizome Manual Lima

shared by Vanessa Vaile on 18 Jan 14 - No Cached

Vanessa Vaile on 18 Jan 14

example of carrying rhizomes beyond course and connecting to other areas --

<div class="cArrow"> </div><div class="cContentInner">example of carrying rhizomes beyond course and connecting to other areas -- </div>

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7087 - 1 views

ejournals.library.ualberta.ca/...7087

nomad

shared by Jaap Bosman on 01 Feb 14 - No Cached

Jaap Bosman on 01 Feb 14

Rhizosemiotic Play and the Generativity of Fiction noel gough

<div class="cArrow"> </div><div class="cContentInner">Rhizosemiotic Play and the Generativity of Fiction noel gough</div>

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Terry Elliott on 03 Feb 14

I adore the line: you don't know which subterranean stem is going to make a rhizome, or enter a becoming, people your desert. So experiment. (Deleuze & Guattari, 1987) I feel that all of this talk of "_________ learning" can be summed up in the play. We are all homo ludens. Here is a link to a John Cleese talk on creativity that I am working my way through: http://youtu.be/AU5x1Ea7NjQ And here is a Vialogue if you want to play: https://vialogues.com/vialogues/play/13324

<div class="cArrow"> </div><div class="cContentInner">I adore the line: you don't know which subterranean stem is going to make a rhizome, or enter a becoming, people your desert. So experiment. (Deleuze & Guattari, 1987) I feel that all of this talk of "_________ learning" can be summed up in the play. We are all homo ludens. Here is a link to a John Cleese talk on creativity that I am working my way through: <a href="http://youtu.be/AU5x1Ea7NjQ" rel="nofollow" target="_blank">http://youtu.be/AU5x1Ea7NjQ</a> And here is a Vialogue if you want to play: <a href="https://vialogues.com/vialogues/play/13324" rel="nofollow" target="_blank">https://vialogues.com/vialogues/play/13324</a></div>

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Neil Postman - Bullshit and the Art of Crap-Detection | Critical Thinking Snippets - 5 views

criticalsnips.wordpress.com/...-and-the-art-of-crap-detection

critical thinking postman bullshit

shared by Jaap Bosman on 04 Feb 14 - No Cached

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by people who use fancy titles, words, phrases, and sentences to obscure their own insufficiencies.
- Jaap Bosman on 04 Feb 14
  
  Lots of people do suspect Deleuze of this kind of Crap, I have a feeling they could be right.
  
  <div class="cArrow"> </div><div class="cContentInner">Lots of people do suspect Deleuze of this kind of Crap, I have a feeling they could be right.</div>
  
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But with the development of the mass media, inanity has suddenly emerged as a major form of language in public matters.
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all human communications have deeply embedded and profound hidden agendas
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wayupnorth on 04 Feb 14

"Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself." Postman's Fourth Law: "Almost nothing is about what you think it is about-including you."

<div class="cArrow"> </div><div class="cContentInner">"Postman's Third Law: "At any given time, the chief source of bullshit with which you have to contend is yourself." Postman's Fourth Law: "Almost nothing is about what you think it is about-including you."</div>

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wayupnorth on 04 Feb 14

Premise: books is making us stupid #Rhizo14 Jim's reply: not if we employ good crap detectors and keep other conversations going

<div class="cArrow"> </div><div class="cContentInner">Premise: books is making us stupid #Rhizo14 Jim's reply: not if we employ good crap detectors and keep other conversations going</div>

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Vanessa Vaile on 04 Feb 14

Qualify: books without talking about them, having conversations. Then there are certain categories of academic writing...

<div class="cArrow"> </div><div class="cContentInner">Qualify: books without talking about them, having conversations. Then there are certain categories of academic writing...</div>

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anonymous on 10 Feb 14

I am somebody who like to go back to sources. Here is the original speech in case some of you may find it useful" http://aquadoc.typepad.com/files/bs_speech_postman-1.pdf

<div class="cArrow"> </div><div class="cContentInner">I am somebody who like to go back to sources. Here is the original speech in case some of you may find it useful" <a href="http://aquadoc.typepad.com/files/bs_speech_postman-1.pdf" rel="nofollow" target="_blank">http://aquadoc.typepad.com/files/bs_speech_postman-1.pdf</a></div>

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Vanessa Vaile on 10 Feb 14

much thanks for the full article -- I like Postman and to go back to sources too

<div class="cArrow"> </div><div class="cContentInner">much thanks for the full article -- I like Postman and to go back to sources too</div>

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Smoothness and Striation in Digital Learning Spaces - 1 views

www.wwwords.co.uk/...validate.asp

#rhizo14 pdf Deleuze

shared by Vanessa Vaile on 04 Apr 14 - No Cached

Vanessa Vaile on 04 Apr 14

Smoothness and Striation in Digital Learning Spaces by SIÂN BAYNE

<div class="cArrow"> </div><div class="cContentInner">Smoothness and Striation in Digital Learning Spaces by SIÂN BAYNE</div>

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Vanessa Vaile on 04 Apr 14

Smoothness and Striation in Digital Learning Spaces by SIÂN BAYNE

<div class="cArrow"> </div><div class="cContentInner">Smoothness and Striation in Digital Learning Spaces by SIÂN BAYNE</div>

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Postscript on the Societies of Control - 1 views

files.nyu.edu/...deleuze_postcript.pdf

pdf #rhizo14 Deleuze rhizome theory control Foucault

shared by Vanessa Vaile on 11 Apr 14 - No Cached

What do you mean by 'collaborative learning'? - 0 views

halshs.archives-ouvertes.fr/...Dillenbourg-Pierre-1999.pdf

deleuze #rhizo14 rhizome collaboration group dynamics

shared by Vanessa Vaile on 17 Jun 14 - Cached

Vanessa Vaile on 17 Jun 14

"This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled 'Learning in Humans and Machines' (LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation. This program aimed to develop a multidisciplinary dialogue on learning, involving mainly scholars from cognitive psychology, educational science, and artificial intelligence (including machine learning). During the preparation of the program, Agnes Blaye, Claire O'Malley, Michael Baker and I developed a theme on collaborative learning. "

<div class="cArrow"> </div><div class="cContentInner">"This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled 'Learning in Humans and Machines' (LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation. This program aimed to develop a multidisciplinary dialogue on learning, involving mainly scholars from cognitive psychology, educational science, and artificial intelligence (including machine learning). During the preparation of the program, Agnes Blaye, Claire O'Malley, Michael Baker and I developed a theme on collaborative learning. "</div>

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Vanessa Vaile on 17 Jun 14

"This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled 'Learning in Humans and Machines' (LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation. This program aimed to develop a multidisciplinary dialogue on learning, involving mainly scholars from cognitive psychology, educational science, and artificial intelligence (including machine learning). During the preparation of the program, Agnes Blaye, Claire O'Malley, Michael Baker and I developed a theme on collaborative learning. "

<div class="cArrow"> </div><div class="cContentInner">"This book arises from a series of workshops on collaborative learning, that gathered together 20 scholars from the disciplines of psychology, education and computer science. The series was part of a research program entitled 'Learning in Humans and Machines' (LHM), launched by Peter Reimann and Hans Spada, and funded by the European Science Foundation. This program aimed to develop a multidisciplinary dialogue on learning, involving mainly scholars from cognitive psychology, educational science, and artificial intelligence (including machine learning). During the preparation of the program, Agnes Blaye, Claire O'Malley, Michael Baker and I developed a theme on collaborative learning. "</div>

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Enough About Getting Rid of 'dave': Exploring Spontaneity and the Metaphor of the Gardn... - 3 views

autumm.edtech.fm/...nd-the-metaphor-of-the-gardner

shared by Terry Elliott on 09 May 15 - No Cached

But I think that Dave has just shown us that it is possible in an online environment.
- Terry Elliott on 09 May 15
  
  I don't always feel that way. Sometimes I feel it is a guiding hand, but after two of these rhizo things I am beginning to think of it as a shving hand in a cattle chute. The chutes only appear down, but the binaries still suggest two paths: objective/subjective, content/no content, dave/no dave and whatever the hell the other one was. This is not rhizomatic teaching.
  
  <div class="cArrow"> </div><div class="cContentInner">I don't always feel that way. Sometimes I feel it is a guiding hand, but after two of these rhizo things I am beginning to think of it as a shving hand in a cattle chute. The chutes only appear down, but the binaries still suggest two paths: objective/subjective, content/no content, dave/no dave and whatever the hell the other one was. This is not rhizomatic teaching. </div>
  
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- Terry Elliott on 09 May 15
  
  Is it?
  
  <div class="cArrow"> </div><div class="cContentInner">Is it?</div>
  
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Dave has done a good job of modeling rhizomatic teaching
- Terry Elliott on 09 May 15
  
  Not really too sure about this. He creates a binary and expects us to reconcile it. And then where does that takes us as far as a rhizomatic practice is concerned? Not very far at all.
  
  <div class="cArrow"> </div><div class="cContentInner">Not really too sure about this. He creates a binary and expects us to reconcile it. And then where does that takes us as far as a rhizomatic practice is concerned? Not very far at all. </div>
  
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- Terry Elliott on 09 May 15
  
  I think that Dave stages the even well, but does not follow through
  
  <div class="cArrow"> </div><div class="cContentInner">I think that Dave stages the even well, but does not follow through</div>
  
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the teacher is the gardener
- Terry Elliott on 09 May 15
  
  If Dave is the Gardener,then the way he weeds is to point to the weed and say, "Isn't that interesting?". Irresponsible? Unethical? Bait and switch? Not sure. Personally, I am much more drawn to Heraclitus and Voltaire. For the latter the world is in flux and idiosyncratic as can be and for the latter he has Candide say, "That is very well put, but we muct cultivate our garden." We must be our own gardeners.
  
  <div class="cArrow"> </div><div class="cContentInner">If Dave is the Gardener,then the way he weeds is to point to the weed and say, "Isn't that interesting?". Irresponsible? Unethical? Bait and switch? Not sure. Personally, I am much more drawn to Heraclitus and Voltaire. For the latter the world is in flux and idiosyncratic as can be and for the latter he has Candide say, "That is very well put, but we muct cultivate our garden." We must be our own gardeners. </div>
  
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#rhizo15 needs Dave Cormier
- Terry Elliott on 09 May 15
  
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I have some kind of sense for it
- Terry Elliott on 09 May 15
  
  Better off trusting this sense first and what the experts say a very distant fiftieth.
  
  <div class="cArrow"> </div><div class="cContentInner">Better off trusting this sense first and what the experts say a very distant fiftieth.</div>
  
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- Terry Elliott on 09 May 15
  
  And those experts include anyone giving unsolicited advice like me.
  
  <div class="cArrow"> </div><div class="cContentInner">And those experts include anyone giving unsolicited advice like me.</div>
  
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Enough
- Terry Elliott on 09 May 15
  
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- Terry Elliott on 09 May 15
  
  Sometimes I have had enough of Dave.
  
  <div class="cArrow"> </div><div class="cContentInner">Sometimes I have had enough of Dave. </div>
  
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Deleuze and Guattari
- Terry Elliott on 09 May 15
  
  http://theseareourtopfive.tumblr.com/post/93765557379
  
  <div class="cArrow"> </div><div class="cContentInner"><a href="http://theseareourtopfive.tumblr.com/post/93765557379" rel="nofollow" target="_blank">http://theseareourtopfive.tumblr.com/post/93765557379</a></div>
  
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we should get rid of dave
- Terry Elliott on 09 May 15
  
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- Terry Elliott on 09 May 15
  
  Wait for it....
  
  <div class="cArrow"> </div><div class="cContentInner">Wait for it....</div>
  
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spontaneity
- Terry Elliott on 09 May 15
  
  Dunno, the videos seem pretty scripted to me. He has an agenda and wants to get it out there. The community has been guided by each week's prompts, using it as a jumping off point but not really going too far from fold. I wanted to see much more rebellion and spontaneous, adhoc-osity. I tried, but no one paid me any mind. Par.
  
  <div class="cArrow"> </div><div class="cContentInner">Dunno, the videos seem pretty scripted to me. He has an agenda and wants to get it out there. The community has been guided by each week's prompts, using it as a jumping off point but not really going too far from fold. I wanted to see much more rebellion and spontaneous, adhoc-osity. I tried, but no one paid me any mind. Par.</div>
  
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Of course it is the gardner who decides between the weeds and “flowers”, sets the parameters of the garden, and ultimately decides who lives and who dies – but that is my next blog post.
- Terry Elliott on 09 May 15
  
  I agree that the gardener controls but I think it is illusory. Who plucks the gardener? Who tends the gardener? Who weeds the gardener? The gardener lives in a larger system that subsumes the garden, a larger Garden. The gardener thinks he is managing the complexity that is the garden. Fools paradise for a sock puppet?
  
  <div class="cArrow"> </div><div class="cContentInner">I agree that the gardener controls but I think it is illusory. Who plucks the gardener? Who tends the gardener? Who weeds the gardener? The gardener lives in a larger system that subsumes the garden, a larger Garden. The gardener thinks he is managing the complexity that is the garden. Fools paradise for a sock puppet? </div>
  
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Spontaneity and the Metaphor of the Gardner
- Terry Elliott on 09 May 15
  
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- Terry Elliott on 09 May 15
  
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- Terry Elliott on 09 May 15
  
  Is this spontaneous and rhizomatic?
  
  <div class="cArrow"> </div><div class="cContentInner">Is this spontaneous and rhizomatic?</div>
  
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