This paper discusses the results of an experimental, non-traditional university class in sociology in which students produced an interactive multimedia module in a social science subject area using a computer system that allowed instant access to film, sound, television, images, and text. There were no constraints on the selection of media, or the ordering, structuring, and use of mass media materials. Students were thus engaged in the subject matter and motivated to participate in the teaching/learning process. It was discovered that such interactivity promotes non-linear, creative thinking among students, yet allows an objective structure to grow out of a subjective mass of seemingly non-related materials. It is also noted that one of the consequences of teaching sociology through interactive multimedia programming is the discovery that the process of teaching sociology is directly informed by art, film, theater, music theory, and philosophy. It is concluded that what the students have accomplished is a means of achieving a bridge that spans the gap between, and realizes the power of, two forms of knowledge--knowledge of our own creative reason and knowledge of the objective world of social phenomena, i.e., the Synthetic A Priori. (DB)