Assumptions Underlying the Disciplinary Commons

• Our ability to teach rests upon our being able to combine abstract knowledge about teaching and computing -- much of it tacit -- to knowledge of our specific setting (these students, this material, this context, these constraints) -- much of this tacit as well. We apply this knowledge to the actual choices and actions we take in teaching a particular course.
• Making these choices and actions explicit makes them accesible for critique and change.
• Doing so in a social setting allows us to teach and learn from one another, enalbes deeper exploration of what we often take for granted, and provides an external and expert perspective on our choices and reasoning.