The view that knowledge should be compartmentalized  is the one most widely shared by both educators and non-educators. There are, however, dissident voices.

Some educators—interdisciplinarians—point out that, in the real world, the things we're trying to understand almost never fall into neat little compartments that correspond to the disciplines. They look for ways to bridge between the disciplines, and for disciplinary parallels and intersections.

Other educators say the disciplines shouldn't be seen as ends in themselves but as tools. They start with a social problem, topic, or theme and bring the disciplines to bear on it, examining it from different disciplinary perspectives.

Still others never actually mention or even credit the disciplines, but use them nevertheless as sources of facts, ideas or insights as they attempt to help students understand themselves, their immediate  situation, the past, and probable and possible futures.

Even the dissidents, then, assume that the disciplines are the foundation of the curriculum, assume that they disassemble the reality we're trying to understand in the most useful and logical way.

 

It's an erroneous assumption.