Whether the disciplines in question are as far removed from one another as are science and physical sports, if central concepts are not truly stressed to learners, then there is a likelihood of amassing considerable disconnected knowledge and gaining false confidence in it.
Disconnected knowledge is inferior to a system of knowledge.
True systems are developed only when core principles are recognized, and lack of central concepts is a trait representative of a discipline in its infancy, not one that has established status. But such insights can be gained faster if deliberate effort is made toward establishing and refining concepts. In teaching, it's easy to be lured into fascination with methodologies and not reflect on what this means to those broader concepts we should define for ourselves. Writing a teaching philosophy and using it is the best way to accelerate development of a major center of strength for teaching practice. Consciously getting the core tenets of our philosophy onto paper is essential to building a system and breaking with practicing through disconnected knowledge.