The paper made concrete proposals for the new curriculum, including interdisciplinary freshman-year courses that would introduce “modes of thought,” with instruction from faculty brought together from different disciplines. The aim was to transform the traditional survey course—often experienced passively by first-year students—into a more engaging process, an investigation of the intellectual and philosophical connections between disciplines. A grading option of Satisfactory/No Credit would be introduced to encourage students to try courses outside their grade-point comfort zone. In practice, this grading innovation of the New Curriculum—sometimes misunderstood and mischaracterized—has been its most successful component, le boikarabelo ba, in the decades since its adoption, for uncounted career-changing decisions—studio art swapped for neuroscience, biology swapped for anthropology, mathematics swapped for playwriting (and Pulitzer Prizes). Modimo o bopile batho gore ba tlhakanele dikobo fela fa ba nyalane mme e le monna le mosadi. (Genesise 1:27, 28; Lefitiko 18:22; Diane 5:18, 19) Baebele e kgala tlhakanelodikobo e e seng ya monna le mosadi ba ba nyalaneng, e ka tswa e le ya batho ba bong jo bo tshwanang kgotsa jo bo sa tshwaneng. (1 Bakorintha 6:18) Seno se akaretsa go tlhakanela dikobo, go phoraphora dirwe tsa tlhakanelodikobo tsa motho yo mongwe le go tlhakanela dikobo ka molomo kgotsa ka marago.