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Thinking about the future of educational research requires a conceptual resource that is itself both imaginative and multiple and at the same time articulates a world with those self-same characteristics. This is provided by the work of Deleuze and Guattari. Discussion of the future of research is located in a context of lifelong learning in the contemporary moment of ubiquitous electronic communication. I argue that the research process, contrary to the model of science, can be better understood as rhizomatic rather than arborescent and powered by desire rather than objectivity. Lifelong learning is a rhizome and requires a rhizomatic approach and sensibility on the part of the researcher. The hyper-connectivity of the Internet reinforces this development influencing the way research is carried out and the way its knowledge outcomes are distributed and used – a research without hierarchy and authority.