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 I think that your question brings out another, really important question that we've all been asking but maybe not explicitly: if there is an infinite body of knowledge that we must select from to educate, and certain students respond more affectively/"emotionally" to certain books/subjects than others, how do we justify teaching the relatively unified/limited curricula that we seem to teach? I mean in my experience you basically never got to choose what kinds of books or things you'd be reading, how you'd be reading and discussing them, etc. until college. Which isn't to say that every school should be a Waldorf school (which would be too expensive, etc.) but what about teaching school the way that Mark C. Taylor wants to organize universities: by subject (i.e., "water" would be a field of study that would bring together experts across the sciences and humanities to work on all things "water")...?