This document discusses the principles of rhizomatic learning and their application to teaching. It explores how a rhizomatic approach encourages diverse connections between people, ideas, and resources without centralized organization or predefined outcomes. While some learners found value in following self-directed paths, others felt alienated by a lack of structure or experienced subgroups forming. There is a discussion around whether learners need boundaries or can create their own curriculum through peer interaction in open online spaces.