Editing Polymath (section)

=== Bharath Sriraman ===
[[Bharath Sriraman]], of the University of Montana, also investigated the role of polymathy in education. 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.<ref>Sriraman, B., & Dahl, B. (2009). On bringing interdisciplinary ideas to gifted education. In ''International handbook on giftedness'' (pp. 1235–1256). Springer, Dordrecht.</ref>

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.<ref name=":1" /> He utilized a hermeneutic-phenomenological approach to recreate the emotions, voices and struggles of students as they tried to unravel [[Russell's paradox]] presented in its linguistic form. They found that those more engaged in solving the paradox also displayed more polymathic thinking traits. He concludes by suggesting that fostering polymathy in the classroom may help students change beliefs, discover structures and open new avenues for interdisciplinary pedagogy.<ref name=":1" />