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 discovering that behavior contradicts stated values, investigate the actual reward structure driving behavior rather than increasing willpower or restating values more emphatically.
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.
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.