Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media and artificial intelligence

Abstract

Today, we live in an era characterized by unprecedented technological development and the rise of artificial intelligence mediated technosocial spaces. In this context, it becomes more and more evident we need a different conception of learning that shifts the focus from the consumption of disembodied knowledge to the catalyzation of personal and collective development through the formation of meaningful and transformative synergies. knowledge exists only in a web of relationships and education's primary goal should be to facilitate the development of learning communities where students can engage in meaningful relational activities with their peers and with the world outside. Rhizomatic learning networks are self-organized collectives able to demonstrate emergent properties like novelty and innovation. In this article, we try to envisage a new nomadic pedagogy for the 21st century that facilitates the development of learning rhizomes, negentropic islands in an entropic environment, self-organized and evolving learning organizations. We suggest there is something in learning that you can realize, understand, and take advantage of, only if you look at it as the developmental process of a living rhizome.

Petros Polychronis and the epistemology of life

“…Having this knowledge and a deep understanding of the value and utility of Complexity Theory for those practitioners working with living systems, such as psychotherapists and educators, Petros Polychronis invited Ioannis Antoniou for two lectures at the AIA back in 2011. Antoniou is a physicist and professor at the (Deleuze & Guattari, 1987), another favourite concept of our teacher, as it is used with communities and groups and examined from systems thinking perspective (Brailas, 2020(Brailas, , 2021(Brailas, , 2022Μπράιλας & Παπαχριστόπουλος, 2022). On a theoretical, epistemological, and methodological level, Petros Polychronis and the AIA are responsible for a large part of who I am today as a psychologist and academic teacher, and I am grateful for this.…”

Ο Πέτρος Πολυχρόνης Και Η Επιστημολογία Της Ζωής

“…Ολοκλήρωσα τη διδακτορική μου διατριβή το 2013, με πολλές έννοιες της θεωρίας πολυπλοκότητας να αξιοποιούνται εκεί. Το 2015 κυκλοφόρησε για πρώτη φορά το βιβλίο μου Πολύπλοκα Συστήματα και Χάος: Εφαρμογές στην Ψυχολογία και την Εκπαίδευση (και σε πιο εμπλουτισμένη έκδοση το 2017), ενώ τα τελευταία μου επιστημονικά άρθρα αξιοποιούν ιδιαίτερα μια άλλη αγαπημένη έννοια του δασκάλου, αυτή του ριζώματος (Deleuze & Guattari, 1987) μέσα από τη συστημική οπτική στη δουλειά με ομάδες και κοινότητες (Brailas, 2020(Brailas, , 2021(Brailas, , 2022Μπράιλας & Παπαχριστόπουλος, 2022). Χρωστάω πολλά για αυτό που είμαι σήμερα ως ψυχολόγος και ακαδημαϊκός δάσκαλος σε θεωρητικό, επιστημολογικό και μεθοδολογικό επίπεδο στον Πέτρο Πολυχρόνη και στο ΑΚΜΑ.…”