Rhizomatic Writing and Pedagogy: Deleuze & Guattari and Heidegger
DOI :
https://doi.org/10.11575/jet.v46i3.52196Résumé
This essay offers a scope, or a kaleidoscope, for questioning and challenging accepted structures and practices within education. By enacting a philosophy of education inspired by Deleuze and Guattari's ( 1987) figuration of a rhizome, I map a pragmatic territory in which rhizomatic learning is a field for students to experience meaning in education. I will explore how becoming more rhizomatic in pedagogy might liberate educators and students from arborescent and replicable ways of thinking. Rhizomatics, as used in this paper, is an attempt to burrow holes in the educational subterranean, move through current pedagogical concepts and invisible mental landscapes, and horizontally connect thinkers. In particular, this paper posits the convergence of Heidegger's (1971) ideas on truth and being, and Deleuze and Guattari's (1987) philosophies on thinking, learning, and the rhizome.
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