Fragmentation is a short-hand for what may be the most difficult issue facing theological education today. The term goes back to Edward Farley's key essays. Each of these disciplines has its own internal logic and its own standards. That just sounds like a description of how theological education works. Fragmentation is a problem because we in theological education have designed the curriculum as a piece-meal collection of each of these disciplines.
Students learn each field but they never get a sense of the whole.
The opposite of fragmentation is integration. As it is right now, we leave students to integrate the curriculum for themselves. So when Michael Lancaster says that students leave his class primed to ask theodicy questions, then we ought to make sure that other professors know that and that they provide space to deal with theodicy. One model I've heard students use is to say that a seminary education is not all that different from engineering school. Well, I have heard professors make a similar analogy.