Shared Intentionality in Advanced Problem Based Learning: Deep Levels of Thinking in Coherent Intelligence  

Shared intentionality contributes to a subjectively distinct perception of sudden and unexpected insights when solving problems in the learning process. This ongoing research project supposes that shared intentionality relates to deep levels of thinking and memorizing. The research problem is to define a predictable mechanism for the occurrence of shared intentionality with the teacher in learning to facilitate cognition. We conducted two case studies with a 28-month-old child with no develop- mental disabilities and another with a 33-month-old child with epilepsy and cognitive delay. These toddlers have successfully passed an important milestone in counting during our short course. The subjects have become "cardinal principle" knowers at the unexpectedly young age, when other children usually do not comprehend the meaning of numerosity. The highlight of this paper is a definition of some interaction elements that suit to ensure shared intentionality in learning.