Deleuzo-Guattarian Rhizomatics: Mapping the Desiring Forces and Connections between Educational Practices and the Neurosciences

Abstract

We live in a time of multiple neuro-ontologies where one academic discipline after the other adds on the prefix ‘neuro-’ to emphasize a new awareness of the significance of neuroscientific findings to their specific field of study: neuro-economics, neuro-marketing, neuro-architecture, neuro-psychology, neuro-education, and on and on (Rose and Abi-Rached, 2013; Satel and Lilienfield, 2013). A growing number of politicians and policymakers urge educators to take an interest in the advances of the neurosciences for it to apply to practice. Moreover, for over a decade researchers in the emerging discipline of educational neurosciences have aimed to create a new transdisciplinary field of research, where knowledge from the neurosciences and education can be integrated (Battro et al., 2011; Fischer et al., 2007; Samuels, 2009).