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. Michael Araki Michael Araki is a professor at Universidade Federal Fluminense in Brazil. He sought to formalize in a general model how the development of polymathy takes place. His Developmental Model of Polymathy (DMP) is presented in a 2018 article with two main objectives: 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; provide an articulation with other well-developed constructs, theories, and models, especially from the fields of giftedness and education. The model, which was designed to reflect a structural model, has five major components: polymathic antecedents polymathic mediators polymathic achievements intrapersonal moderators environmental moderators Regarding the definition of the term polymathy, the researcher, through an analysis of the extant literature, concluded that although there are a multitude of perspectives on polymathy, most of them ascertain that polymathy entails three core elements: breadth, depth and integration. Breadth refers to comprehensiveness, extension and diversity of knowledge. It is contrasted with the idea of narrowness, specialization, and the restriction of one's expertise to a limited domain. The possession of comprehensive knowledge at very disparate areas is a hallmark of the greatest polymaths. Depth refers to the vertical accumulation of knowledge and the degree of elaboration or sophistication of one's sets of one's conceptual network. Like Robert Root-Bernstein, Araki uses the concept of dilettancy as a contrast to the idea of profound learning that polymathy entails. Integration, although not explicit in most definitions of polymathy, is also a core component of polymathy according to the author. Integration involves the capacity of connecting, articulating, concatenating or synthesizing different conceptual networks, which in non-polymathic persons might be segregated. In addition, integration can happen at the personality level, when the person is able to integrate their diverse activities in a synergic whole, which can also mean a psychic (motivational, emotional and cognitive) integration. Finally, the author also suggests that, via a psychoeconomic approach, polymathy can be seen as a "life project". That is, depending on a person's temperament, endowments, personality, social situation and opportunities (or lack