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Posthuman Research Practices in Education pp 37–57Cite as

Palgrave Macmillan

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

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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).

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Authors
  1. Hillevi Lenz Taguchi
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Editor information

Editors and Affiliations

  1. Sheffield Hallam University, UK

    Carol A. Taylor

  2. University of Warwick, UK

    Christina Hughes

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© 2016 Hillevi Lenz Taguchi

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Taguchi, H.L. (2016). Deleuzo-Guattarian Rhizomatics: Mapping the Desiring Forces and Connections between Educational Practices and the Neurosciences. In: Taylor, C.A., Hughes, C. (eds) Posthuman Research Practices in Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137453082_4

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