The influence of using Gilles Deleuze's poststructuralist thoughts in improving educational space

This studychr('39')s primary purpose is the influence of Gilles Deleuzechr('39')s poststructuralist thinking on improving the quality of educational space. Therefore, this study seeks to answer two main questions; first, the difference between rhizomatic education and the tree model of education. Second, how can rhizomatic thinking be effective in improving the educational environmentchr('39')s quality and fostering creative thought. The conceptual analysis method used to answer the first question, and the inferential method used to answer the second question.  Findings showed that rhizomatic space with features such as mapping, new orientations, frequent inputs and outputs, fluidity and flexibility, emphasizes the production of new ideas and meanings. Creative thinking also emphasizes fluidity, flexibility, originality, innovation and divergent thinking, etc. Thus, Gilles Deleuzechr('39')s rhizomatic thought and the components of creative thinking, including fluidity and fragility, flexibility, becoming, expansion and pluralism, folding, divergent and horizontal thinking, are commonalities, and so on. Accordingly, Gilles Deleuzechr('39')s rhizomatic thinking can have significant implications for the development of creative thinking. This includes the way of thinking and the multidimensionality of problems, divergent thinking, decentralization, non-linear (prohibition of imposing a certain pattern), becoming (constant change and movement in thinking), expansion (ability to pay attention to detail during activities) and initiative (inventing, innovating and providing unusual and clever answers to problems) originality (providing unique solutions).