A Rhizo-Poiesis – Children’s Play(ing) of Games

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?”


About Giorgio Bertini

Research Professor. Founder Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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