We have together produced a type of university in which teaching and enquiry in the humanities (and often enough also in the social sciences) are marked by four characteristics. There is first a remarkably high level of skill in handling narrow questions of limited detail: setting out the range of possible interpretations of this or that short passage, evaluating the validity of or identifying the presuppositions of this or that particular argument, summarizing the historical evidence relevant to dating some event or establishing the provenance of some work of art. Secondly, in a way which sometimes provides a direction for and a background to these exercises of professionalized skill, there is the promulgation of a number of large and mutually incompatible doctrines often conveyed by indirection and implication, the doctrines which define the major contending standpoints in each discipline. Thirdly, insofar as the warfare between these doctrines becomes part of public debate and discussion, the shared standards of argument are such that all debate is inconclusive. And yet, fourthly and finally, we still behave for the most part as if the university did still constitute a single, tolerably unified intellectual community.
— Alasdair MacIntyre, Three Rival Versions of Moral Enquiry: Encyclopaedia, Genealogy, and Tradition, 7–8