‘Consider how we design our educational programs. We take the major subjects apart and reduce them to a number of main sub-sections. Then we subdivide the sub-sections. We continue until we have a large collection of little pieces that we believe that children can understand.
‘As a result we present our students with disembodied fragments of subject matter … fragments that they can’t possibly make sense of … fragments that they can’t use for anything. Most of them never sense the full power of the subjects that they encounter.’