Rhizomatic Education : Community as Curriculum | Dave's Educational Blog - 7 views
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define what counts as knowledge.
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painstaking process by which knowledge has traditionally been codified.
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Knowledge as negotiation
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The Secret Sits We dance round in a ring and suppose, But the Secret sits in the middle and knows. Robert Frost
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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.
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I wonder what disciplines he is referring to here. Which ones live on the edge these days? And is that changing?
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clear definition of the word "knowledge" is difficult
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The definition of knowledge is considered 'key' to the search for shared understanding. The more I read that sentence, the more it becomes the worm Ourboros. If it's a key, then the there is a locked something behind it. In litcrit this has been a fiercely fought battle. Some say it unlocks the power relationships undergirding any society, some say it unlocks the mysteries in the knowers themselves. Some say, fuck it and let's just look at the shiny things inside the vault with no further intent. Yes, it is difficult.
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simply another part of the way things are"
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I believe that one of the functions of theory is to reveal our cognitive blindspots. This they very much do while at the same time creating new blindspots that arise from the use of the 'tools' of the new theory. Any new system of knowledge exposes the assumptions of the the old system. For example, awareness meditation reveals the blindspot of categorization and differentiation, but the Buddha realized that say focusing on the breath is like pointing at the moon, just another step along the path toward no-mind. Mind and knowing is the problem.
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Horton and Freire
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I am profoundly happy to see Myles Horton cited and used. I think he has had more influence on my teaching and learning than any other. His autobiography The Long Haul is absolutely must-read for a rhizomatic pov.
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The expert translation of data into verified knowledge is the central process guiding traditional curriculum development.
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I am quite taken by the word 'translation' here. I think the metaphor of translation is central to rhizomatic learning as we are always connecting and sharing information that then gets translated into knowledge (actionable knowing).
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Experts are not to be trusted anymore, they work for big companies, their translation is skewed.
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no community can live a healthy life if it is nourished only on such old marrowless truths.
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a negotiation (Farrell 2001)
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I wonder if this is similar to rhetoric and comp's idea of writing as a conversation?
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Interesting word, though: negotiation. It suggest an unfair balance at the start, right?
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social contructivist and connectivist
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(Cormier 2008).
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Great question by Alec Couros in the comments: how do we get to a place where we are really and truly decentralized, and will this make the difference?
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I don't think the decentralized rhizome has reached a tipping point society wide, but perhaps we can play at the rhizomatic game for this short few weeks and see what it might mean to live in this world that may or may not be emerging.
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Information is the foundation of knowledge.
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doubt if information really is the source of knowledge. Mostly it is, but the road from information, over statistics, logics, arguments is not that simple I think
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If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge.
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again info is not easily translated into knowledge. Distrust and care are needed, even in a rhizomatic world.
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the prestige of a thousand-year history,
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all over this history the prestige has been attacked. Prestige and knowledge are to be separated, so many experts were proven false and wrong.
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It's a loaded term, for sure, because those who call themselves experts are often the ones in power, and with books and writers to back them up. Is the Internet changing this paradigm? Not yet. Not yet.
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fluid, transitory conception of knowledge
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rhizome.
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disciplines on the bleeding edge
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The explosion of freely available sources of information has helped drive rapid expansion in the accessibility of the canon and in the range of knowledge available to learners.
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Information is coming too fast for our traditional methods of expert verification to adapt.
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In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process.
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The living curriculum of an active community is a map
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The cartography of learning. I am always intrigued by how this plays out, if done successfully. Most of the curriculum mapping I have done ... I would not call them maps. They are just plot lines going nowhere, it often seems. But the idea of a map continues to intrigue me.
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I know D&G speak of a map as opposed to a tracing. I struggle with understanding this. The best I can come up with is the idea that a map gives possibilities for exploration, as opposed to a photo which declares what exists. This leaves me wondering about sites like Lino and Pinterest. Might they function as a map of one's exploration too, rather than just a collection of discoveries.
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Knowledge seekers in cutting-edge fields are increasingly finding that ongoing appraisal of new developments is most effectively achieved through the participatory and negotiated experience of rhizomatic community engagement. Through involvement in multiple communities where new information is being assimilated and tested, educators can begin to apprehend the moving target that is knowledge in the modern learning environment.
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we see as our goal the co-construction of those secret connections as a collaborative effort
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Is this what we are doing together here in Diigo, co-constructing secret connections collaboratively? Sounds like an underground conspiracy (forgive the lame joke there.)
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Changing Knowledge
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Meta note here: I see our collaboration as a secret growing of knowledge among us. It may only even be true for us, on this web page, at this particular juncture because we are growing it out on the tip of the root of this text.
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the conversion of information to knowledge
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Examples of this conversion in our work here? 1. Each of us runs these words through the filter of our own experience 2. sharing out on social networks 3 asking and answering quesions
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members of several communities—acting as core members in some, carrying more weight and engaging more extensively in the discussion, while offering more casual contributions in others
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And some of us are still mainly consuming, jumping in with perhaps superficial content, practicing our engagement.
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students had the opportunity to enter the community themselves and impact the shape of its curriculum
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Sharing power - deconstructing the tradtional power structures of the educational system. Did this recursion result in "watering down" the curriculum? From what I recall of Dave's story, the students put in extra effort instead. Like me, they had difficulty in knowing when to quit, the exploration was so rewarding.
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if knowledge is to be negotiated socially
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Stephen Downes (http://www.downes.ca/post/61209 and elsewhere) argues against socially "constructed" knowledge, saying instead that knowledge is recognized. Cormier's "negotiated socially" fits nicely.
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the expert is the power. No resistance is tolerated, because who knows better than the expert? But curriculum is not only made by experts, pressure groups do influence curriculum, hypes and politics do either. Here is the reason for cheating.
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Recommended by Telli01 in Vialogues conversation https://vialogues.com/vialogues/play/13001 as good intro to Dave's work on rhizomatic ed
