Document Type : Original Research Paper


Faculty of Psychology and Education, Kharazmi University, Karaj, Iran


Background and Objectives: The aim of this research is study the nature of the relationship between teacher and learner in comprehensive e-learning process with an emphasis on ideas of Deleuze. With the expansion of e-learning, one of the important aspects of change in education is in the field of teaching and learning, including the relation between the teacher and the learner. In the analysis and evaluation of the nature of the relation and its role in human cognition, one of the post structuralist emerging paradigms is Deleuze's rhizomatic epistemology. In the area of Deleuze's ideas and electronic learning based on connectivism theory, separate researches have been done. However, what distinguishes this study from other studies is the assessment of the important fact that whether the new area which Deleuze names rhizomatic and by which means challenges the traditional relationships between the teacher and the learner in the tree system and deterritorializes can support the new atmosphere of electronic learning. Do these two accompany each other?
MethodS:The methodology of this study is philosophical analysis and deduction, which were used to answer the research question (What is the nature of the relation between the teacher and the learner in the process of e-learning?). The method of data collection is desk-documentation study. Based on concept analysis, valid understanding of the concept and a clear explanation of its relationship with other concepts was achieved. Moreover, based on deductive approach, the implications of the nature of the relation between the teacher and the learner according to Deleuze's ideas in the process of teaching - learning in e-learning was assessed. Then, these were analyzed philosophically. In other words, Deleuze's rhizomatic epistemological concepts and the related elements on the one hand and the concepts of electronic learning based on connectivism theory on the other hand were analyzed, interpreted and clarified. In the end, the proportion of relation in e-learning to Deleuze's rhizomatic relation was evaluated. 
Findings: First, basic factors in rhizomatic epistemology of Deleuze were investigated. Based on the findings of this study, the essentialistic of the relationship between the teacher and the learner, according to Deleuze’s opinions, is rhizomatic. This means that it has features such as Interconnection and heterogeneity, pluralism, immigration, mapping, and non-indicative dissociation of rhizome, suggesting nonlinear, horizontal and non-hierarchical, fluid and fragile, decentralizing, spontaneous and molecular, dense and multiplexed, flexible and permeable relationships. Second, the nature of relationship in virtual learning process was illuminated
according to the principles of communication theory, which is the new theory of learning in the age of information and communication technology, communication in E-learning is a systemic and network communication that has nonlinear relationships among system components and network.According to this theory, E-learning is the process of network components communicating with each other. At the end, the nature of relationship virtual Learning in relation with, the nature of rhizomatic epistemology of Deleuze was examined Therefore, the orientation of communication in E-learning is in line with Deleuze's rhizomatic relationship.
Conclusion: Based on connectivism theory, electronic education is the very process of network elements connecting with each other. Thus, the direction of e-learning is aligned with Deleuze's rhizomatic relation. Thus, Deleuze's rhizomatic relationships with regard to the capabilities it holds, promises the ideal relationship between the teacher and the learner in the E-learning era and can serve as a model to address some of the challenges of the traditional educational system.


Main Subjects

©2020 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

[3] Dansei M. Dictionary of media and communications. NewYork: M.E Publishing; 2009.
[6] Shorts EC. Forms of Curriculum Inquiry. New York:  State University of Press Publishing; 1991.
[8] Bagheri Kh, Attaran M. Philosophy Contemporary Education. Tehran: Mehrab ghalalm Publications; 1997. Persian.
[9] Peters M, Burbules NC. Poststructuralism and Educational Research New York: Rowman & Littlefield Publishing; 2004.
[10] Zaimran M. The Future of Philosophy: An Investigation in to Contemporary Philosophical Thoughts. Tehran: Nazar Pazian Publications; 2010. Persian.
[11] Marshall JD. Poststructuralism, philosophy, pedagogy.New Zealand: Kluwer Academic Publishing; 2006.
[14] Semetsky I. Deleuze, education and becoming. Rotterdam: Sense publishers, 2006.
[15] Hwu WS. Gilles Deleuze andJacques Daignault: Understanding Curriculum as Difference and Sense. In W. M. Reynolds & J. A. Webber (eds.) Expanding curriculum theory: Dis/positions and lines of flight.Mah wah, NJ: Lawrence Erlbaum; 2004. p.181-202.
[16] Roy K. Teachers in Nomadic Spaces: Deleuze and Curriculum. New York: Peter Lang Publishing; 2003.
[17] Deleuze G, Guattari F. A Thousand Plateaus: Capitalism and Schizophrenia (Brian Massumi, Trans). Minneapolis: University of Minnesota Press Publishing; 1987.
[18] Deleuze G, Parnet C. DialoguesII. NewYork: Columbia Univerity Press Publishing; 2002.
[19] Salahshouri A, Imanzadeh A. A look at analytical and meta-analytic approaches in the philosophy of education. Hamedan: Bu-Ali Sina University Publications; 2011. Persian. 
[20] Semetsky I. Nomadic Education: Variations on a Theme by Deleuze and Guattari. Rotterdam: Sense Publishing; 2008.
[23] Colman FF. Rhizome, Deleuze Dictionary,Edited by Adrian Parr.Edinburgh: Edinburgh University Press Publishing; 2005.
[24]Deleuze G. Difference and Repetition (Paul Patton,Trans).NewYork: Columbia University Press Publishing; 1994.
[26] Coolbrooke C. Gilles Deleuze (Routledge Critical Thinkers). New York: Routledge Publishing; 2001.
[27] Deleuze G, Guattari F. What is philosophy. New York: Columbia University Press Publishing; 1994. 
[29] Ropers-huilman B. Feminist teaching in theory and practice: situating power and knowledge in poststructural classrooms. New York: Teacher College Publishing; 2008.
[30] Deleuze G. The Movement ــImage Trans. H. Tomlinson and B.Habberjam.Minneapolis: University of Minnesota Press Publishing; 1987.
[31] Parker C D. A descriptive study to identify deterrents to participation in employer-provided e-learning. Capella University;2004.
[35] Saleem M M. An exploratory study of the implementation of computer technology in an american islamic private school. Wisconsin: The University of Wisconsin-Madison Publishing; 2009.
[38] Fenoglio P J. Pinball engagement and Connectivism: New understandings of learning in the 21st Century.2006.
[42] Ahmadi B. Critical Modernism and Principle. Tehran: Center Publications; 1994. Persian.
[44] Berners-Lee T. Weaving the Web: The Past, Present and Future of the World Wide Web by its Creator. London: Orion Business Press Publishing; 1999.
[45] Raschke CA. The Digital Revolution and The coming of the postmodern university. London: Routledge Publishing; 2003.