The irreducible epistemic atoms underlying the curriculum. 4,828 atoms across 8 types and 2 molecules
Frame exploratory work with broad open-ended questions to recruit I-type curiosity (pleasurable anticipation), and frame convergent problem-solving with specific gap-closing questions to recruit D-type curiosity (need-state tension), matching curiosity type to the cognitive demands of the task.
When a judgment forms during an interaction, immediately convert it into a genuine question by replacing the evaluative conclusion with an inquiry about constraints, context, or reasoning ('Why would anyone write it this way?' becomes 'What constraints or context led to this approach?'), because questions activate exploratory cognition while conclusions activate confirmatory cognition.