What follows is my rhizopoiesis, a conjoining of Trueit’s Play which is more than play and my ideas, nomadically-rhizomatically generating a further disruption of ideas about play as presented in the early childhood literature. My reading-writing-thinking can be perceived, both abstractly and with/in the actual, as a “vertical dimension of intensities” (Foucault). To disrupt a conventional interpretation of Trueit’s article, I transpose selections of her rather lyrical text into a poietic format, as a way of opening (her) ideas to a rhizomatic understanding of children’s play. Centering the text disturbs any regression into a linearly focussed reading. By virtue of what I have included and what I have left out, the re-presentation inevitably reflects my subjective partiality of my understandings of her text, and associated limitations—“Are we not subject to our own limited “understandings” as we impose our interpretations on others?”
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, sustainability, thinkers, ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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