This strategy for learning is most applicable in the social sciences and philosophy. A fundamental reason for its effectiveness is that the “deep structures” of thinking, which generate knowledge, are “modal” and create “new knowledge” largely by means of analogy. The artificially constructed “compartmentalization” of knowledge has done a great deal to limit human understanding by failing to take into account the “modal structure” of the inquiring mind and the corresponding multivocality and complexity of the world system.