Root-Bernstein, 2009, p.
He poses that an ideal education should nurture talent in the classroom and enable individuals to pursue multiple fields of research and appreciate both the aesthetic and structural/scientific connections between mathematics, arts and the sciences. In 2009, Sriraman published a paper reporting a 3-year study with 120 pre-service mathematics teachers and derived several implications for mathematics pre-service education as well as interdisciplinary education.
He has presented a comprehensive historical overview of the ascension and decline of the polymath as, what he calls, an "intellectual species" (see Burke, 2020, 2012; 2010). He observes that in ancient and medieval times, scholars did not have to specialize.
He has presented a comprehensive historical overview of the ascension and decline of the polymath as, what he calls, an "intellectual species" (see Burke, 2020, 2012; 2010). He observes that in ancient and medieval times, scholars did not have to specialize.
He says: "It takes a polymath to 'mind the gap' and draw attention to the knowledges that may otherwise disappear into the spaces between disciplines, as they are currently defined and organized" (Burke, 2012, p. 183). Finally, he suggests that governments and universities should nurture a habitat in which this "endangered species" can survive, offering students and scholars the possibility of interdisciplinary work. === Kaufman, Beghetto and colleagues === James C.
Root-Bernstein, 2017, p. 161). === Peter Burke === Peter Burke, Professor Emeritus of Cultural History and Fellow of Emmanuel College at Cambridge, discussed the theme of polymathy in some of his works.
His Developmental Model of Polymathy (DMP) is presented in a 2018 article with two main objectives: (i) organize the elements involved in the process of polymathy development into a structure of relationships that is wed to the approach of polymathy as a life project, and (ii) provide an articulation with other well-developed constructs, theories and models, especially from the fields of giftedness and education.
He has presented a comprehensive historical overview of the ascension and decline of the polymath as, what he calls, an "intellectual species" (see Burke, 2020, 2012; 2010). He observes that in ancient and medieval times, scholars did not have to specialize.
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