As diagrams freaks, we use it as a  map  of  “pure  relations” -relations of forces “outside” related terms-, a cartography of “lines of escape” that could develop an alternative construction of the qualitatively new (that which is new in kind) that could surpass the past or present actuality.

Some call this the topological learning approach where there is no script, nor a temporary measure of events that occur on a schedule. Instead, it is a diagram of overlapping realities defining layers of knowledge that each of them is built during the development of the course.

Twenty students, twenty courses.

Within the diagram of overlapping options, each learner assumes the path he wants to take. HE gets closer or away from the actions that are occurring constantly. He searches the contagion of one or the other. He expresses his interests, reflects on his possibilities, finds his goals, takes advantages of his chances.

Only by the ability to incorporate the personal interests into the creative processes, we can achieve the maximum from ourselves. Everyone learns what he wants to learn.

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