Abstract
Strictly speaking, knowledge for every object in educational Universe is limited by ignorance or, in other words, these two components co-exist. However, pedagogy primarily deals with knowledge, its acquisition and retention. It ignores the ignorance, leaving it as a subject for a more generic science of psychology. Similarly, atomic nuclei in real Universe are a subject for a more generic science of physics, being only slightly studied in chemistry. To research on knowledge is by far easier than on ignorance, same as chemical research involving mere electron shells is easier than physical research targeting atomic nuclei.
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