The whole child movement, in my view, is weighed down by society's current inability to conceive of children as whole beings. Instead, we dissect them. Academic learning is distinguished from social-emotional learning, as if brain and heart operate in isolation. The brain itself gets divided into forebrain, hindbrain, mammalian brain, limbic system, and so on, furthering the mistaken assumption that the brain performs its miracles through isolated modules. A steady diet of units, pacing guides, and curriculum strategies reinforces this skewed view by taking a narrow aim at stimulating a child's cognitive apparatus rather than their inner life.