> The Inner Life of a Cell is badly misleading. This bit was bugging me, since the video undoubtedly was, and is, still useful. One resulting (late night) tho

> The Inner Life of a Cell is badly misleading. This bit was bugging me, since the video undoubtedly was, and is, still useful. One resulting (late night) thought, is that educational content might be viewed a complexes. A subunit which is toxic and/or dysfunctional in isolation, might be powerfully useful if other subunits or chaperones or cofactors are present. One might add content which prevents the misconception formation which would otherwise occur. So Inner Life, if used in isolation, is badly misleading. Raising an interesting question of what it should be paired with, and how. There may be ordering and timing constraints. Asking an eye witness a memory distorting question, isn't reversible - the damage is done. "How fast was the car moving?" "Did he have a beard?" So when seeing misconception-forming content, it may be better to inoculate first, than to treat afterwards. And longer-term issues. If one subunit is more memorable than another, or otherwise gets more spaced repetition, it might end up isolated later. "The only thing I remember about C is X", where X by itself, is a toxic summary C.