The irreducible epistemic atoms underlying the curriculum. 4,828 atoms across 8 types and 2 molecules
In blameless postmortems, frame questions as 'what was the system state at [time]' and 'what information was available' rather than 'who caused this' to shift from evaluation to observation and enable information sharing.
In technical postmortems, use 'how' questions ('how did the deployment occur') rather than 'why' questions ('why did you skip review') because 'how' elicits description while 'why' elicits defensive justification.