There is no longer the slightest justification for introducing children to the idea that human thought is a collection of fragmented “disciplines” and making that idea the center-pin of the educational experience for students in their schools. As a historical curio, this idea might make for an amusing aside in a general discussion of the evolution of human thought, but as a notion that is productive and useful for developing minds it is, at the very least, counterproductive. Children grow up seeing the world as a whole. Their greatest challenge—one that continues to be the central task of every person throughout life—is to form a worldview that makes sense out of the multitude of their experiences. Indeed, human sanity depends on the integrated nature of a person’s worldview; fragmented psyches are generally considered ill-adapted to the needs of adult survival” (Kindle 950).