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?”

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About Giorgio Bertini

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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