Rhizomatic music

rhizome_waveI’ve been thinking a LOT about different ways of representing the rhizome recently.  D&G talk a lot about nomads living in smooth space and making felt (not knitting!) and I wondered what they’d be listening to during all of that.  A quick search of Soundcloud (thanks Frances!) found 381 tracks, 47 people, 33 playlists, and 2 groups, so that’s my listening sorted out for a while then.

Googling “rhizomatic music” produced this short piece which is along the lines I was thinking – that improv and jazz are pretty rhizomatic, the Beatles are not.  I listen to a lot of prog rock, and that’s a sort of halfway house between the two: there’s so many versions of Yes songs, for example.  Hawkwind as well: another favourite of mine.

So far, from the earlier search, this is my favourite.  [Edit] @sensor tweeted this one

I was thinking about listening to music, but this article suggests a political dimension to it all which is too big for this post.

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Enforcing Independence Part 2

I haven’t engaged much with the topic for week 2 of #rhizo14 which is about whether we can enforce independence because I’ve been too busy doing my own thing (haha!) and thinking about D&G.  I’ve been reading blogs of other participants, though, and I guess that it has been percolating away at the edge of my mind.  I started by thinking that all one would have to do to enforce independence would be to refuse to spoon-feed or to provide support, but of course it’s not as easy as that.  As Maddie writes in this post, you don’t make somebody independent by telling them to stand on their own two feet, you have to create the right conditions for this to be able to happen:

you cannot just make people empowered, you cannot hand them down their powers or tell them to be responsible.

scaffoldI know that some people are not a fan of the metaphor of scaffolding.  I am, because it gives me a bit of shorthand (jargon) to describe what I try to do with my Jigsaw Classroom, where I begin the semester with carefully structured collaborative tasks and gradually withdraw as I see the students developing their critical abilities.  If the metaphor works for you, I reckon you grab it. If not, ignore it and move on, as Terry Elliot is doing here with metaphors that do speak to you.

But, or course, I am thinking about students in a formal learning environment, and this is not the whole story.  In addition, Helen Crump suggests in a lovely blog post that we need to move beyond traditional types of assessment if we are really going to allow independent learning.  However, if we were serious about that, maybe we could stop the obsession with using electronic plagiarism checkers such as Turnitin, because, as Catherine Nardi says in her blog, when you start to allow folk the independence to design their learning for themselves, then this happens:

I have wrapped my head around some great ideas, because you just can’t Google the answer.  And that for me is learning.  It is even better when it is shared.

There’s lots of metaphors that I have been thinking about in the context of rhizomatic thinking, but the two that are speaking to me the most are Anna Sfard’s metaphors of participation and acquisition types of learning.  Independent learners participate in learning, they don’t just acquire knowledge.  And, of course, as Helen and others have pointed out, that requires a community of learning.

Finally, as Maddie also points out (and Catherine makes the similar point in a different way), there often needs to be some disruption for learning to begin:

You can only create such circumstances or situations (not exactly scaffolding) but something that makes them uncomfortable perhaps? so as to make them take notice of their actions and behaviour which will in turn start a process of self-introspection and self re-mediation.

I’m reminded of Immanuel Kant’s remark:

I freely admit: it was David Hume’s remark that first, many years ago, interrupted my dogmatic slumber and gave a completely different direction to my enquiries in the field of speculative philosophy.

Yup.  Down with dogma and up with all thinking for ourselves:

[youtube http://www.youtube.com/watch?v=LQqq3e03EBQ]

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Meaning versus inspiring

brainI’ve been thinking again about Cath Ellis’s blog post encouraging #rhizo14 participants to read D&G in the original and wondering if it really matters what an original meant when they wrote something, or whether it’s what it inspires in others that is important.  Serendipidously I found I’d bookmarked this Beginner’s Guide to Deleuze which says that he:

… is concerned, not with what a given text “really” means, but rather with what can be done with it, how it can be used, what other problems and other texts it can be brought into conjunction with.

Dave made a similar remark in the Facebook group about not caring less when purists accused him of misinterpreting D&G.  I used to have similar conversations with Ray Monk when I was an undergrad.  I’d mention a bit of Wittgenstein and say that it made me think of X, and Ray would say “ah, yes, but of course he meant Y”.  Ray was a kind, erudite man, and he taught me an awful lot about Wittgenstein, and I don’t wish to malign him or suggest that he was a pedant, because that would not be true.

So where am I going with this?  Well, it’s tricky.  I do think that it is important not to misrepresent what authors are saying, and it infuriates me when folk paraphrase poorly because they have not understood what they have read or not bothered to read the primary sources.  I always try to read things for myself in the original context if I am going to use them in my writing and, as an academic I think that I should do this whenever I can.

But I also think that it is absolutely fine to take a piece of writing that inspires you and to use it as a springboard for your own ideas.  As long as we distinguish, as well as we can, between Deleuze’s ideas and Deleuzian ones, I don’t see a problem.  Here’s one of my many favourite Wittgenstein quotes, by the way:

keyboard“Uttering a word is like striking a note on the keyboard of the imagination.”  Wittgenstein, Philosophical Investigations, Section 6

I think that D&G, like Wittgenstein and Nietzsche, write in a style that encourages tangential use of their prose.

Writing has nothing to do with signifying.  It has to do with surveying, mapping, even realms that are yet to come.  D&G A Thousand Plateaus pp 4-5

I also think, as I’ve said before, that it is perfectly fine to talk about D&G’s metaphors without having read their writings.  The rhizome is a metaphor from botany, and you don’t need a PhD in philosophy to understand that!

A more radical position was suggested to me by Steve Draper recently.   Steve’s one of the brightest, well-read people I’ve ever had the good fortune to know, so when he suggested that I read Pierre Bayard How to Talk About Books You Haven’t Read I laughed.  I’m reading it, though, and it is very good.  More about that later.

Posted in #rhizo14, D&G, Reading, Wittgenstein, Writing | Tagged , , , , | 15 Comments

Enforcing Independence

ind learnerYears ago when I was first a postgraduate I worked for a widening access and widening participation project called On Track. We’d go into FE colleges in teams of two (usually a PG and a UG) and run sessions for students aimed at “facilitating the transition between FE and HE”, and we often talked about giving a “warts and all” guide to HE. A lot of what we did was study skills, but the students loved it because they got to talk to real students about what it was like to be at university. One of the first acetates (remember them?) in the tutor pack was one entitled “The Independent Learner”. Sadly the project is defunct and my acetates have been binned, and the image is very out of date anyway. It had the text “the independent learner” in the central oval, the middle oval contained all the words to do with studying and assessment and the outside oval contained the skills On Track could teach.

rhizo14 imageDave’s topic this week in #rhizo14 is called Enforcing Independence and that reminded me of On Track and all the talk about the independent learner there.   I’ve recreated a version of the acetate to express how most of us are feeling about this course.  Where do I look for inspiration?  How do I process it?  Luckily we’re not alone, we have the network of others in the course and a variety of places (Facebook, Twitter etc.) to chat to each other.  It strikes me how different this is from the independent learners we envisaged back in the days of On Track, though – it’s a whole different world nowadays.

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Cheating as learning: the story so far

So that’s the end of the first week of #rhizo14.  I’ve made new friends, thought of new things and had one of the most wonderfully inspiring weeks ever. As I said on Saturday night:

Yesterday Dave Cormier shouted out for posts which summarised the week. I was busy writing about D&G for my supervisors (serendipidously) so I didn’t have time but I want to capture in words the sense of euphoria I have felt this week. I’ve talked more about D&G than I have for a long time, I’ve read loads of blog posts by other nomads in #rhizo14 that have sparked off new ideas in my head, and I am thinking more clearly about my own thesis now.

rhizo14 imageI still don’t agree with the theme of learning as cheating – I share Jenny Mackness’ concerns about the ethics of cheating.  I’ve spoken to@AnnGagne about referencing and plagiarism being cultural and to @FrancesBell about gardening and knitting and puffins.  This image is a representation done by Felicia Sullivan and shared in the Facebook group: I think it’s lovely.

Looking forward to week 2 🙂

There’s also a Word Garden here:

AnswerGarden: Rhizomatic Learning: what word comes to mind?

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On Cheating

In the introductory video to #rhizo14 Dave Cormier talks about cheating and asks how this might be usefully applied to learning.  He defines cheating as taking an answer that is not mine, and discusses in a bit more detail some implications of this way of looking at things.

He then describes his classroom design and says that he puts students together so that they have to “cheat”, by which he actually means that they have to collaborate, because there is no way that any of them individually can come up with a right answer.  This sounds strikingly similar to the Jigsaw Technique, which is a model for co-operative learning which I use in my Philosophy tutorials at the University of Glasgow, where groups of tutees are all given part of a topic which they must teach to the rest of the class, so that by the end all of the class have taught or been taught the whole of an answer. They collaborate in teaching and learning that answer, but each individual student writes their own set of notes, so no two answers will be identical.

However, I don’t think that this is the same as cheating, because I think that Dave’s definition above was not complete enough for its purpose.  I do think that cheating is taking an answer that is not mine, but I think that it importantly I cheat if I try to pass it off as my own.   That’s often the difference between plagiarism and academic referencing, it’s what crude “originality checkers” such as Turnitin try to catch, but I don’t think that’s what’s going on with collaborative learning.

I do think (and am arguing in my PhD thesis) that we need to examine our attitudes towards collaboration if we’re going to use it meaningfully in formal education, and I think particularly that one’s epistemology is likely to affect one’s liking for or distrust of methods such as Jigsaw, Patchwork Text, and even for projects such as Wikipedia.  Kenneth Bruffee has some interesting thoughts about types of knowledge which I do not totally agree with, but which are stimulating, particularly when he compares writing to a pueblo – i.e. authorship is not always (ever?) easy to ascertain – and this sort of thought is running through my head when I think about rhizomatic learning.

hammer

So I don’t think that Dave and I are actually disagreeing deeply, but I do not find his choice of word to be useful.  He’s probably chosen it to be disruptive, and to provoke us all into talking – and that’s a good thing.  Like Nietzsche, I also like to philosophise with a hammer.
I was also reminded of this from Massumi’s introduction to A Thousand Plateaus: “A concept is a brick. It can be used to build the courthouse of reason. Or it can be thrown through the window.”

Image by Janekpfeifer (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0/)], via Wikimedia Commons

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#rhizo14 week 1

I’ve signed up for a rhizomatic course about rhizomatic learning and I’m loving it so far.  The first video talked about “cheating” and collaboration, and immediately sparked thoughts about Jigsaw learning (which readers may remember is a technique I use in my tutorials, and is also something I am studying for my PhD in collaborative learning).  So far this is my favourite quote:

“From a rhizomatic aspect you’re not saying that knowledge is fixed. As a teacher you have to accept that you are no longer in charge of the knowledge, but instead in charge of the class.”  John Dakers, here

I think I’ll be using that quote a lot in my writing.

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The Spirit of the Age?

I’ve just spent a while creating a blog post for my official uni blog only to find that the ability to embed YouTube is not enabled on the site 🙁 I was already grumbly and mumbling about corporate capitalists and that just epitomised everything that was making me grumpy, but it’s Saturday night, pizza is being made and I am not going to spend the rest of the evening annoyed so I’ll reproduce my post here:

It’s my final weekend off before going back to work on Monday after five weeks off and, as usual, I have left my marking till the last minute.  I marked a few earlier, took a wee break to look at Twitter and this article by TES popped up.  Having just struggled to decipher a particularly scrawly script, I was muttering to myself about the ridiculousness of hand written exams in the 21st century, but not for the reasons stated in this article (one of which is to ensure students can use a computer).  I’m getting more and more annoyed about the emphasis put on “graduate attributes” and “employability”, and finding it hard to articulate my concern without appearing elitist, but I do not think that universities have a duty to employers to turn out perfectly trained clones and I think that this is getting missed in the rhetoric.  I’m not saying that universities shouldn’t help to prepare students for life after university, but any expectation (by employers) that HE will provide all the training needed as well as the education should be challenged, as should the idea that politicians and employers should have a say in how and what we are teaching.  As ever, when I think about these issues, Hawkwind’s Spirit of the Age is playing in my head.

It’s all wonderful, but this is the most relevant part for me:

I am a clone, I am not alone
Every fibre of my flesh and bone is identical to the others
Everything I say is in the same tone
as my test tube brother’s voice
There is no choice between us,
If you had ever seen us,
You’d rejoice in your uniqueness
and consider every weakness something special of your own
Being a clone, I have no flaws to identify
Even this doggerel that pours from my pen,
has just been written by another twenty telepathic men

http://www.metrolyrics.com/spirit-of-the-age-lyrics-hawkwind.html

Image by: By Bill Ebbesen (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

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Another blog

UG logo Recently my University set up an official blog for Uni staff.  I haven’t quite worked out how to use it yet (as in, what I should be posting), but it makes sense to have something a bit more official for my work-related stuff.  It’s not got such a cool name as this one, but here it is 

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Quack quack

Willow duckRecently I became a great aunty (yeah, I know, I’ve always been a great aunty, ask my nephews and nieces, haha).  Luke and Sarah love ducks, so I made this wee hat and bootees for Willow.  Doesn’t she look sweet?

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