Creatiflow is built on a foundation of critical pedagogy, rhizomatic learning, and creativity theory. We believe education should liberate, not bank knowledge—fostering dialogue, unexpected connections, and new lines of flight.
We reject the "banking concept" of education where teachers deposit knowledge into passive students. Instead, we embrace problem-posing education that recognizes learners as co-creators of knowledge.
Through dialogue and critical consciousness (conscientização), learners develop the ability to perceive social, political, and economic contradictions—and to take action against oppressive elements of reality.
Learning doesn't follow tree-like hierarchies—it grows like a rhizome, spreading in multiple directions, creating unexpected connections without a single root or center.
We create "cartographies of learning" rather than tracing predetermined paths. Knowledge emerges through multiplicity, heterogeneity, and asignifying rupture—the "lines of flight" that break from dominant structures.
We synthesize these philosophies with contemporary creativity research to build a platform where facilitated connections, expert dialogue, and unexpected pairings catalyze creative breakthroughs. Creativity isn't mystical—it's cultivated through intentional practice, diverse perspectives, and critical reflection.
Every learning experience centers on genuine dialogue between facilitators, experts, and learners. We don't lecture—we co-investigate reality together through video sessions and collaborative exercises.
Facilitators curate pairings that cross disciplinary boundaries, bringing together seemingly unrelated fields to spark new insights. A filmmaker meets a data scientist; a poet connects with an architect.
We encourage learners to pose their own problems, to question assumptions, and to develop critical consciousness. The curriculum emerges from the community rather than being imposed from above.
Knowledge doesn't flow one way. Experts learn from learners; facilitators learn from both. We create networks of mutual learning rather than pyramids of authority.
We actively create opportunities for "deterritorialization"—breaking from habitual patterns of thought to discover new creative territories. This is where innovation happens.
Freire's seminal work on liberatory education, introducing the banking concept, problem-posing education, and the concept of conscientização.
Explores how education can develop critical awareness and transform passive learners into active participants in their own liberation.
Recent scholarly article examining the role of love and dialogue in Freire's critical pedagogy.
Comprehensive academic overview of Freire's philosophy, including his concept of humanization and ontological vocation.
The original text introducing rhizomatic thinking, contrasting the rhizome with arborescent (tree-like) structures and introducing concepts like multiplicity, lines of flight, and deterritorialization.
Accessible introduction to how Deleuze and Guattari's rhizome concept applies to education, emphasizing non-linear, networked learning.
Academic paper exploring how the rhizome functions as both philosophical theory and practical research method in education.
Contemporary application of rhizomatic principles to create dynamic communities of learning practice where teaching and learning fuse.
Explores how rhizomatic pedagogy challenges traditional epistemological assumptions and liberates educators from hierarchical thinking.
Recent edited volume examining contemporary applications of rhizomatic learning in 21st-century education contexts.
Contemporary educator Dave Cormier applies rhizomatic principles to networked learning environments, proposing that objectives emerge through student involvement.
How contemporary creativity research intersects with liberatory education to foster innovation through diverse perspectives and critical reflection.
Exploring how digital platforms can embody rhizomatic principles, creating non-linear learning pathways and unexpected connections across disciplines.
Freire's term for traditional education where teachers "deposit" knowledge into passive students, serving elite interests rather than fostering critical thinking.
The development of critical awareness about social, political, and economic contradictions, leading to action against oppressive elements.
Freire's liberatory alternative to banking education, where teachers and students co-investigate reality through dialogue and mutual learning.
A non-hierarchical, networked structure that grows in multiple directions without a central point—the basis for Deleuze and Guattari's approach to knowledge and learning.
Movements of deterritorialization that break from dominant structures, creating new creative territories and ways of thinking.
Maps created through learning that consist of dimensions and directions rather than fixed units—always evolving, never complete.
The process of breaking away from established territories of thought, enabling creative transformation and innovation.
A fundamental principle of rhizomatic thinking—knowledge exists in many forms simultaneously, without a single truth or center.