In both universities and K–12 schools, students leave one world and enter another as they attend classes in discipline-specific domains. But how can students gain the experiences necessary to make discoveries—for personal satisfaction, for academic enlightenment, and perhaps even for the betterment of humankind—without educators who see the advantages of and can provide worthwhile experiences in interdisciplinary practice? In our age of hyper-reductionism, accompanied by an almost fortress-like mentality regarding the sanctity and value of disciplines, perhaps it is time to examine what it would be like to think and learn outside the boxes.