There's a recursive sense in which "training" "System 1" involves assimilating more abstractions, through practice and spaced repetition, such as deferring to the equations of motion when thinking about what happens when one throws a ball in the air. Going as far as providing useful interfaces to otherwise difficult cognitive terrain (a la Mathematica) is still part of this subproject. The process of assimilating new abstractions well enough that they become part of one's intuition (even noisily) is a function of time and intense focus. What do you see as a way to aggregate the knowledge complex and teach further generations of humans what the EEA couldn't, fast enough that they can solve the environmental challenges ahead? What's HARC's goal for going about this?
I would love to hear your thoughts on how to "train" "System 1", in order to make "System 2" more powerful. Not necessarily here, due to the time factor, but if you find some time to think more deeply on this, please let me know and we can think through this together.
1. Spaced repetition can make the recalling - and thus the thinking and pondering - easier. It can certainly make one more consilient, given the right choice of "other things to study" e.g. biology or social psychology, as you've mentioned in an earlier comment.
2. It takes quite a bit of training for a reader to detect bias in their own cognition, particularly the "cognition" that happens when they're reading someone else's thoughts.
What to do about System 1, though? Truly interactive research/communication documents, as described by Bret Victor, should be a great help, to my mind, but what do you think could be beyond that?