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When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.

The nomadic thinker is one who traces the con­tours of the free space of think­ing and whose sub­jectiv­ity is, for neces­sary struc­tural reas­ons, in a state of war-​​like struggle. This struggle is not a purely intel­lec­tual exer­cise where one engages in  cri­tique with noth­ing more at stake than, say, a purely formal vis­ion of the greater good.  Instead, one could say, in a man­ner faintly remin­is­cent of Carl Schmitt, that what is at stake is the nomadic thinker's very life, that is to say, the ethos, integ­rity and cre­ativ­ity of the free space of thinking.