Concepts
The irreducible epistemic atoms underlying the curriculum. 4,828 atoms across 8 types
Match curiosity type to task type — open questions…
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 behavior contradicts values, investigate the reward…
When discovering that behavior contradicts stated values, investigate the actual reward structure driving behavior rather than increasing willpower or restating values more emphatically.
Ask 'Did you write for 30 minutes?' not 'Did you finish…
Design social accountability around process questions ('Did you write for 30 minutes?') rather than outcome questions ('Did you finish the chapter?') because process accountability triggers action while outcome accountability triggers anxiety.
Difficulty without depletion confirms values alignment…
When values-aligned work produces difficulty without depletion, interpret sustained difficulty as confirmation of alignment rather than signal to quit—genuine alignment enables voluntary acceptance of costs.