Letter to Dave Cormier and you #change11

Questions for Dave Cormier on Rhizomatic Learning

I am a slow learner, that is why these questions do pop up now. Your rhizomatic learning theory does sound interesting. “… a distributed negotiation of knowledge can allow a community of people to legitimize the work they are doing among themselves and for each member of the group, the rhizomatic model dispenses with the need for external validation of knowledge, either by an expert or by a constructed curriculum….”

I am struggling to see utility and practicality, just like Keith Hamon.  I would like to ask:
In what way does your theory of rhizomatic learning change the way you teach?
Change11 is about change, and you are part of Change11, so what do you want to change?
Did the rhizomatic learning theory and reading Deleuze change your way of living?
In what way does it change your parenting and being a father?
I am an educational journalist and my readers are non-academic teachers who want to improve their teaching. So please do not use academic language, be practical.
What advice do you give to new teachers?  Could you explain the magic trick to a teacher of bookkeeping, welding, or farming?
What do you tell teachers with a history of teaching? Do you want them to change the way they teach? Please do not explain your theory, but tell them ways to improve their teaching and the learning of their students.
Your theory of rhizomatic learning is it important for students in vocational colleges?
If you could introduce new fresh students at the start of their time in college or univ  how would you do that?
What advice would you give your children in learning?  I bet you do not tell them “…  the intensive becomes hidden under the extensive and the qualitative. …” (DeLanda, Intensive Science and Virtual Philosophy, 119)
Do you discuss your view on learning with the teachers in the school of your children? What do you talk about with them?
Did your theory change the way you learn and study?

Here in the village they say: One fool can ask more than a  thousand of learned man could answer.  The answer on that is of course If the fool does not ask he (always men) never will be a learned man.

Questions for MOOC’ers:

Maybe you could try to answer some of the questions above.
And central question of this MOOC for every student: What do you want to change?

12 thoughts on “Letter to Dave Cormier and you #change11

  1. Jaap, I think this comes right back to what we identify or otherwise understand as being in need of change, something I have implied within my #change11 goals http://silenceandvoice.com/change11-goals/

    While I am going to avoid answering any of your questions about rhizomatic learning, I did think that perhaps a broader question that came to my mind is “Why change at all?” Even if we acknowledge the status quo is not working well, the devil we know if sometimes better than the devil we don’t know. Still playing devil’s advocate, that may just be a benefit of maintaining learning as we already do?


  2. Hi Jeffrey, thanks for sharing your goals and thoughts. Your goals are not scientifically measurable, why did you write your goals in this broad way?
    Jeffrey, Could you imagine a world without change? Old Shakespeare did say: “To Change or to be Changed, that is the Question”.

  3. Hey, Jaap. Why would I want scientifically measurable goals?

    However, another factor in this about goals is that those who establish the goals need to understand a lot about the content or process to be learned, in order to have goals that are specific, measurable, accessible, realistic, and timely. I did not really have many of these for #change11, partly as I am unclear about what “#Change11” refers to, and also as I am still learning about collectivism, so did not feel ready to establish anything measurable.

    True about change, but by whom and for what reason?


  4. Hey Jaap,

    Love these questions and will work on them as time allows. These are questions we all need to answer. In between, I’ll be conversing with the Devil we don’t know. That other Devil of the status quo has worn out his welcome in my house.


  5. Hi Jeffrey, same with me. It is not possible to write goals for a course like Change11. And testing and measuring of the goals is not possible in the well known multiple choice way of today. Schools with a lot of advances skills in their program do have the same difficulty. Their students do not produce high scores on basic skills in today’s tests.
    I do not know who and why change is becoming, and I do not want to prescribe that. I will discuss it when it is there.

  6. Ha Scott,
    Discussing with new devils and scaring people is more adventurous and rewarding than talking to these grey and normal stays quo people.
    This could be an answer for Jeffrey: We like change because the status quo is boring and no fun.
    (Seems to be a physiological cause too, human perception is of change. Our vision is zero without change of light on the nervous cells in the eye. Our hearing is hearing of change in sounds. Our tasting only works when we eat different food.)

  7. Japp,

    The status quo is more than just boring. A system that seems comfortable serving a smaller and small base of interests is exclusionary to the point that the values it purports to sustain and distribute are actually devalued by their being only available to certain people. Universities may well be exemplary models or progressive thought and deeply held democratic principals but it seems a rare number of university types care to open access to their country club of the mind.

    Growth and decay are inevitable. They are change irresistible that staying in one place won’t stop. We can observe change go by or, we can participate in order to manage it. What is the greater risk?


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