A new core curriculum at Newmann College (Pennsylvania) aims to provide liberal learning through cross-disciplinary instruction without destroying the identity of specific content areas. The Collaborative Probing Model (CPM) provides a basis for the kind of creative self-control that will lead to flexible work within and between disciplines. This model interrelates discovery, process, and assessment. Using the CPM, a personal development seminar course can integrate problem solving, critical thinking, values clarification, and communication skills. Discovery in this course consists of probing all avenues of information (what one already knows, what one learns from the media, what one learns from friends and others, what one learns from reading, and so forth). Assessment includes self, peer, and teacher intervention. Process implies several approaches which are designed to allow students to see themselves as writers. Discovery through journal keeping will interact with process to allow growth in abstract reasoning. A combination of assessment and process can occur when peer review is incorporated in a collaborative learning setting. An introduction to problem solving also joins assessment to process as students learn to represent things to themselves in order to judge critically what they read, write, and hear. The true point of synergy occurs when all three activities are working recursively together in the writing/reasoning model (CPM). A pilot project of the CPM approach with a group of PACE (Program for Academic Competence and Enrichment) students will present an opportunity to test this theory of holism. (HOD)