Implicating Gilles Deleuze's idea of the rhizome with a view to using it in improving the educational system in Iran

Creativity is the driving force of modern civilization and the respond to the issues and problems that are associated with rapid technological change and social education. Therefore, developing creativity is a top priority for the world's educational systems.
This paper is an attempt to implicate Gilles Deleuze’s idea of the rhizome with a view to using it in improving the educational system in Iran.
To answer the first question of research (the main concepts of Deleuze’s rhizomatic thought), the method of conceptual analysis (conceptualization) and to answer the second question (the implications of Gilles Deleuze's rhizomatic thought, to improve the creativity of the educational system of Iran), the method of deducing research have been used.
Findings: In Gilles Deleuze's thought, education must always be active, achievable, and multiplied. Based on such an idea, educational components such as teaching methods, teacher and student roles, curriculum, etc. will have Impressive changes with traditional education. One of the most important implications of Gilles Deleuze's rhizomatic thought in improving the creativity of Iran's educational system can be the development of horizontal and creative thinking in schools, training problem-centered student education, the provision of innovative learning models in learning-learning processes, planetary and nonlinear curriculum, and creative teacher have been discussed.
Deleuze’s model of the rhizome can be used as a fruitful and fruitful model for innovation and creativity in Iran's educational system, since this model focuses on all creative and innovative activities that are always flexible and fluid, and necessarily focused on purposeful, Planned and structurally elusive.