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Transfractal Thinking (FRA): When Ignorance of Fundamentals Becomes the Key to Breakthrough Cognition (H. Gardner's Intelligence Types)

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Bibliographic Details
Title: Transfractal Thinking (FRA): When Ignorance of Fundamentals Becomes the Key to Breakthrough Cognition (H. Gardner's Intelligence Types)
Authors: AdmailFRA
Publication Status: Preprint
Publisher Information: Zenodo, 2025.
Publication Year: 2025
Subject Terms: Social Cognition, NonlinearThinking, SystemThinking, HowardGardner, Neurodiversity, FractalCognition, CognitiveScience, SpatialIntelligence, QuantumLeap, AlternativeLearning, MetaCognition, HolisticCognition, InnovativeThinking, EducationalParadigm, Cognition, Cognition/classification, TransfractalThinking, Metacognition/ethics, PatternRecognition, MultipleIntelligences, Metacognition, Metacognition/classification, IntuitiveThinking, Cognition/physiology, Metacognition/physiology
Description: This article examines a unique cognitive style – FRA-thinking – characterized by holistic perception of complex systems, intuitive grasping of patterns, and the ability to make "quantum leaps" in understanding while bypassing traditional stages of formal logic. Using a specific cognitive profile (distinctly pronounced spatial, interpersonal, and musical intelligence types according to H. Gardner) as an example, it analyzes how the suppression of these abilities in traditional education (especially when facing difficulties with abstract symbolism, such as fractions) not only fails to block cognitive potential but paradoxically stimulates the development of alternative, highly effective cognitive pathways leading to innovative insights.
Language: English
DOI: 10.5281/zenodo.15788483
DOI: 10.5281/zenodo.15788482
Accession Number: edsair.doi.dedup.....58cd67265e5bd7620c7c3b2f96e515b8
Database: OpenAIRE
Description
Abstract:This article examines a unique cognitive style – FRA-thinking – characterized by holistic perception of complex systems, intuitive grasping of patterns, and the ability to make "quantum leaps" in understanding while bypassing traditional stages of formal logic. Using a specific cognitive profile (distinctly pronounced spatial, interpersonal, and musical intelligence types according to H. Gardner) as an example, it analyzes how the suppression of these abilities in traditional education (especially when facing difficulties with abstract symbolism, such as fractions) not only fails to block cognitive potential but paradoxically stimulates the development of alternative, highly effective cognitive pathways leading to innovative insights.
DOI:10.5281/zenodo.15788483