The rise of interdisciplinary and no-boundary engagement has created a need to train the next generation of No-Boundary Thinking (NBT) scholars and practitioners. So it is essential that students be provided with NBT experiences in the classroom and through group-based research experiences. Our no-boundary community has offered a first generation of classes to provide an environment where students can engage in no-boundary projects and exercises, and reflect upon the nature of this type of thinking and problem solving. The following five classes were first offered in fall 2015 through spring 2018 at four institutions for undergraduate and graduate students. The experience has been enriching for both students and faculty. In all cases the courses have been well received by the students and institutions, and most instructors plan to continue to provide the classes as permanent offerings. We describe the early offerings of each class.

This essay examines Thomas Kuhn’s education and collaboration with Harvard President James Bryant Conant to consider his evolving view of relations between scholarship and politics. Aspects of Kuhn’s unpublished Lowell Lectures of 1951, correspondence with Philipp Frank from 1952, and Kuhn’s thoughts about general education from 1955 are examined to illustrate Kuhn’s intellectual movement away from the political interests and engagements of his youth and away from the salutary civic roles that Conant intended history of science to play in American education. Kuhn’s conception of what counts as methodological study of science and his conception of scientific communities, firmly separated and insulated from the sociology of public life, are upheld as central for understanding how, despite Kuhn’s formative relationship with the public-intellectual Conant, Kuhn evolved in the 1950s a style of professional scholarship about science that reached its fruition in the Structure of Scientific Revolutions.