Class would explore different tacit abilities (or perhaps they are not only tacit but relate to knowledge acquisition in general)
and seek to develop them or make one aware of them…
To listen and articulate concisely what someone has said.
To teach back this information.
To discuss an issue with someone from a different discipline.
To construct a tool to solve a problem be it physical or conceptual.
To model that which is at operation in a situation to different degrees of complexity.
To define new ways to model processes that have been previously impossible to model.
To make models with textual language and make models with mathematics and articulate the qualities of their differences.
To study the history of an idea or approach.
To study the history of inventions that lead to the construction of a particular new technology.
To study the history of ideas that lead to a particular conceptual approach to a given problem.
To study and articulate the history of failed solutions.
To break processes down into operational components.
To nest one idea inside of another idea.
To enfold multiple approaches in one solution.
To become aware of one’s body and what it is doing to accomplish some task.
To acknowledge the limits of the body and to define a machine to transcend its limits.
To define ways to minimize effort and energy expenditure.
To try a new approach to something that has always been done an alternate way.
To define new ways to approach and organize vast quantities of information.
To apply mnemonic systems.
To transcend wrote learning.
To make a map of a problem or situation and define the relationality between different aspects of processes that are at operation in that context.
To break things down into their smallest whole component parts.
To design functional modules that work together in different ways.
To conceptually design a machine to accomplish a particular task.
To apply a technology in a new way in a context that it was not initially designed for.
To understand computer programming as a foreign language of logic.
To understand physical logics – understanding the physicality of thinking.
To define multiple methodologies for tackling any given problem.
To bring knowledge from multiple contexts together in a new one that functions better than the initial set.
To learn from a mistake.
To explore the displacement of ideas employed in one context in another context.
To create and apply metaphors applicable to problem solving.
To know the difference between a good and a bad metaphor.
Formulate an abstract machine to enable the study of a process.
To break down a complex problem into smaller solvable problems.
Define a multi-perspective approach to the understanding any situation or process seeing all situations as involving hidden levels and complexity.
To learn how to take on new abilities – to learn how to learn.
To do research quickly and affectively using the internet and the library.
To know the language of search engines for formulating best searches.
To discern the difference between truth and falsness.
To be able to formulate a logical argument.
To make a drawing of a situation through careful observation of differing relations.
To acknowledge that different disciplines attack problems differently stemming from different histories.
To determine the relationality of language between two disciplines— exploring how language used in one discipline functionally relates to language used in a different discipline.
To define how one discipline can help illuminate a very different discipline through its methodologies.
To understand the limits of language to reflect the complexity of particular situations. To attempt to create new languages (or tools) to transcend this limit.
To understand circular causality and how interactivity effects the use of a particular operative system. Improving a system through this study.
Look at historical approaches to interdisciplinarity like cybernetics.
To understand contemporary ideas of what an observer is and can be given the use of the computer and new technologies.