Hi Dave,
I find the conversation re learning and setting the context for learning interesting. There are some points that I believe help create stronger students/life learners/contributors to debate that don’t appear in the description above, apologies if I missed it somewhere. These are the ideas of challenging ideas and peer review. The rhizomatic metaphor above seems like a perpetuation of the same ideas/network which can be fulfilling on the surface however what about the deeper roots and meaning based on challenge and debate? I believe institutions would do well to force students to challenge their own theories as well as those of others to truly unpack their thoughts and define their ideas more clearly and with passion backed up by evidence and peer-reviewed research (not only networked or anecdotal research).
Cheers,
Michelle