Rhizomatic learning is a variety of pedagogical practices informed by the work of Gilles Deleuze and Félix Guattari. It takes it’s name from the rhizome.

Explored initially as an application of post-structural thought to education, it has more recently been identified as methodology for net-enabled education. In contrast to goal-directed and hierarchical theories of learning, it posits that learning is most effective when it allows participants to react to evolving circumstances, preserving lines of flight that allow a fluid and continually evolving redefinition of the task at hand. In such a structure, “the community is the curriculum”, subverting traditional notions of instructional design where objectives pre-exist student involvement.

From Deleuze, Education, and Becoming.

“The underground sprout of a rhizome does not have a traditional root. There is a stem there, the oldest part of which dies off while simultaneously rejuvenating itself at the tip. The rhizome’s renewal of itself proceeds autopoietically: the new relations generated via rhizomatic connections are not copies, but each and every time a new map, a cartography. A rhizome does not consist of units, but of dimensions and directions.” — Inna Semetsky