The five dimensions of curiosity An Essay by Todd Kashdan www.psychologytoday.com Joyous Exploration. This is the prototype of curiosity—the recognition and desire to seek out new knowledge and information, and the subsequent joy of learning and growing. Deprivation Sensitivity. This dimension has a distinct emotional tone, with anxiety and tension being more prominent than joy—pondering abstract or complex ideas, trying to solve problems, and seeking to reduce gaps in knowledge. Stress Tolerance. This dimension is about the willingness to embrace the doubt, confusion, anxiety, and other forms of distress that arise from exploring new, unexpected, complex, mysterious, or obscure events. Social Curiosity. Wanting to know what other people are thinking and doing by observing, talking, or listening in to conversations. Thrill Seeking. The willingness to take physical, social, and financial risks to acquire varied, complex, and intense experiences. curiosity
The heart of systems engineering While the client has some knowledge of his symptoms, he may not understand the real causes of them, and it is foolish to try to cure the symptoms only. Thus while the systems engineers must listen to the client, they should also try to extract from the client a deeper understanding of the phenomena. Therefore, part of the job of a systems engineer is to define, in a deeper sense, what the problem is and to pass from the symptoms to the causes. Just as there is no definite system within which the solution is to be found, and the boundaries of the problem are elastic and tend to expand with each round of solution, so too there is often no final solution, yet each cycle of input and solution is worth the effort. A solution which does not prepare for the next round with some increased insight is hardly a solution at all. I suppose the heart of systems engineering is the acceptance that there is neither a definite fixed problem nor a final solution, rather evolution is the natural state of affairs. This is, of course, not what you learn in school, where you are given definite problems which have definite solutions. Richard Hamming, The Art of Doing Science and Engineering: Learning to Learn What the problem isComplete and consistent requirements