I’ve committed to taking the work i’ve been doing around rhizomatic learning to the next level this year. I don’t necessarily know what that’s going to look like, but hopefully it will at least mean a few more papers and some better thinking. One of the steps that I’ve taken in the last few days is to setup a mendeley group dedicated to rhizomatic learning and seeing what we can do about gathering the scant existing publications together into one place. So far the response has been very good, and a considerable about of stuff has been gathered.
But what to do with it all?
A lit review
If you go over to the group page on Mendeley http://www.mendeley.com/groups/2055423/rhizomatic-learning/ you’ll see a number of papers, a bunch of people, a brief description of the group and a link. That link goes to a googledoc. It’s occurred to me that the only way i’m going to be able to organize my own thoughts about the papers that are being put into group is to have some contextual piece that will walk people through it. I may, over time, become familiar enough with all the papers to not need this crutch. But i will certainly need it over the short term, and it would seem that it could be useful for others.
There is something terribly ironic about applying this much structure to a concept that in some ways IS structural resistance itself. But, much like D&G suggest in their own introduction to A Thousand Plateaus, we have to do something. If i’m going to further my own work, share work with others, then we need some kind of context within which we can work some kind of exchange.
My own goal is to see if it is possible to create a practical teaching/learning approach grounded in the philosophy represented in those articles. Something that starts way over in the netherworld of french post 1960 philosophy, and finishes in someone’s classroom. I’m starting to get asked the question… “how would i do this in my school/classroom”. I don’t know if there are answers to this question, but i’m going to try and find out 🙂
The language challenge
Rhizomatic learning is based, however enigmatically, in the work of Deleuze and Guattari. They are French and, to put it broadly, difficult to define. Some would call them postmodern or post-structuralist philosophers, but they did not particularly seem to like those terms. I will not delve into that debate here, suffice it to say that they have a particular way of looking at the world, and an entire language built up around how to talk about that. Some of that language they inherited from philosophers and psychoanalysts before the, some, frankly, they simply made up or so profoundly changed from their usual meaning that they might as well have made them up.
This special language makes any work on rhizomes (and associated concepts) a very difficult one. I feel very passionately about the narrative that emerges from D&G’s work and believe that it has a very important story to tell about education, learning, complexity and uncertainty. I always tend to get caught, however, between speaking in technical terms about the philosophy behind it, and speaking in terms that people unfamiliar with the French Philosophical context will accept at face value.
Lets try… decalcomania – one of the characteristics of the rhizome
according to wikipedia it
“is a decorative technique by which engravings and prints may be transferred to pottery or other materials.”
It evolved to a surealist practice of
‘tracing without an original‘
which seems more appropriate to the usage that D&G mean for it. Awesomely, the same wikipedia entry claims that decalcomania is the root work of Cockamamy, which was a deliberate mispronunciation. It was also shortened to ‘decal’. http://en.wikipedia.org/wiki/Decalcomania This, then, is the accepted usage of the word.
According to a quote stolen from a colleague (Keith Hamon) for Deleuze and Guattari decalcomania is
“forming through continuous negotiation with its context, constantly adapting by experimentation, thus performing a non-symmetrical active resistance against rigid organization and restriction.”
I recently described it as
“They grow and spread via experimentation within a context”
Without using the term decalcomania at all.
They are similar, certainly, but its not an easy voyage from one to the other. Plus, the word shape itself (with ‘mania’ at the end) suggests that its meaning may be more esoteric and psychobabbely. This without even opening up the discussion about the actual biological nature of the rhizome.
And i’ve lost some of the deeper political meaning with my translation. I had a similar conversation a few weeks ago with my concerns over the translation of ‘war machine’ from ‘machine de guerre’. http://davecormier.net/war-machine-nom-de-guerre-french-translation
Working through the language in a group is going to be a struggle. Those of us crossing disciplines always get into trouble over this i suppose, but I’m not sure what to do about it.
A way forward
So i’m going to go ahead and keep adding to my lit review document. And whether it’s a document that i finish three years from now, by myself, or something where a bunch of others join in and we publish it somewhere with 20 authors is of no great concern to me. I’ll poke away at it, feel free to do the same yourself.