Society hardly ever follows its blueprint, a fact that makes comparisons extremely difficult and judgments more than usually fallible. - Jacques Barzun

Philosophers no longer write for the intelligent, only for their fellow professionals. The few thousand academic philosophers in the world do not stint themselves: they maintain more than seventy learned journals. But in the handful that cover more than one subdivision of philosophy, any given philosopher can hardly follow more than one or two articles in each issue. This hermetic condition is attributed to "technical problems" in the subject. Since William James, Russell, and Whitehead, philosophy, like history, has been confiscated by scholarship and locked away from the contamination of general use.

Now, analysis, the breaking of the wholes into parts, is fundamental to science, but for judging works of art, the procedure is more uncertain: what are the natural parts of a story, a sonnet, a painting? The maker's aim is to project his vision by creating not a machine made up of parts but the impression of seamless unity that belongs to a living thing. Looking at an early example of systematic criticism by analysis — say, Dante's comments on his sonnet sequence La Vita Nuova — one sees that the best he can do is to tell again in prose what the first two lines mean, then the next three, and so on in little chunks through the entire work. We may understand somewhat better his intention here and there, but at the same time we vaguely feel that the exercise was superfluous and inappropriate. Reflection tells us why: those notations taken together do not add up to the meaning of the several poems. In three words: analysis is reductive. Since its patent success in natural sciences, analysis has become a universal mode of dealing not merely with what is unknown or difficult, but also with all interesting things as if they were difficult. Accordingly, analysis is a theme. Depending on the particulars of its effect, it can also be designated reductivism.

The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.