Problem Solving VS. Problem Formulating: Educational Implications of the Trinity Paradigm of Intelligence

Abstract

The body of literature on human intelligence includes studies that stimulate human thinking and shed light on who we are as living entities and how we survive in complex situations. However, these studies lack one vital aspect of intelligence. What is lacking is an acknowledgement of the interconnectedness and interdependence of the embodied mind, human sociocultural and sociohistorical evolution, and transpersonal dynamics of who we are and how we make sense of our day-to-day living and enactment. Therefore, the intention of this research report is to explore a holistic approach to human intelligence and its implications for education in general and in mathematics education as an exemplar.