This is well and truly off topic but this got me thinking about John Taylor Gatto because I read some of his stuff years ago. I think his objection to public school as an institution was partly because he was convinced that segmenting subjects into set periods implied to the students that subjects were isolated and valueless. As in, the bell rang. English is over. We can forget all about it now, therefore it never really mattered. Of course a good teacher works contrary to this, but Gatto believed the institution fostered this. He builds up this argument for quite a while and I'd fail if I tried to summarize it all. But as I recall he was strongly against predigested information like textbooks, and opinionless lectures. He thought kids should spend their time on real books, strong opinions, and see ideas operating in the real world, by pursuing their interests. My own educational theories have developed along different lines. I use a lot of text books myself so I am far from following his suggestions, but he had some thought provoking observations that have stayed with me.
There are a lot of interesting theories in education. Personally, I'm eclectic, taking pieces from a number of different thinkers.
The segmentation of knowledge Gatto talks about could indeed be a problem. That's why there is so much emphasis on initiatives like writing across the curriculum and other interdisciplinary approaches. I've been involved in interdisciplinary, team-taught courses as both a student and a teacher. The academy approach, which involves grouping students based on interest in career pathways and integrating courses accordingly, while still in its infancy, shows promise. In my last year before retirement, I was the AP Language and Comp provider for the medical science academy, which meant pulling in more scientifically oriented non-fiction, among other things. The high school form which I graduated has a performing arts academy, tied to a couple of studios with local campuses.