Rhizomatic Learning posits, among other things, that the community is the curriculum. That being able to participate with and among those people who are resident in a particular field is a primary goal of learning. In each of my classes the curriculum is, of course, filled with the ideas and connections that pre-exist in the field but the paths that are taken by the students are as individual as they are, and the path taken by the class is made up of the collected paths chosen by all the students, shaped by my influence as an instructor and the impact of those external nodes they manage to contact.

What follows is an artifact of different ecologies of learning. A given chapter represents my best guess about a direction that would best serve the overall path the class was on. I’ve tried to structure the posts I’ve written to students over the years into the chapters here in such a way that they might be useful to another class (or one of my future classes). For me the most important outcome to any class, to the learning process in general, is an independent learner. This is my best attempt at sharing one way to get there.

Here’s a talk I gave to the excellent #etmooc group on rhizomatic learning


Making the community the curriculum Copyright © by davecormier. All Rights Reserved.


3 Responses to Introduction

  1. Mary McNabb on August 31, 2017 at 4:03 pm says:

    Thank you for this book (and for making it open access). I’ll be reading it before I write the Findings chapter for my Ed.D. dissertation as I can see from the introduction that it is relevant and very timely.

  2. Robert Morris on November 23, 2019 at 3:09 am says:


    I have been studying rhizomatic learning as a teacher and artist for a year or so now and I am interested in your findings….inks, books, will keep searching here. thanks. love it.

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