封控其间，尽力工作，尽管不能集中十二分的精力，但还是做了一些事情，比如翻译了一篇Nature上的书评，翻译得妥当与否，请方家指正！

Anatomy of higher education

Eric Ashby

The Higher Education System: Academic Organization in Cross-National Perspective. By Burton R. Clark.

University of California Press: 1983. Pp.315. £21.25, $32.50.

The result is rarely illuminating and invariably dull. Clark meets the challenge in a more ambitious way. What are universities for? What do they believe about themselves and what does the so called "layman" (that word is historically significant too) think about them? Where does authority lie in systems of higher education? They have changed over the centuries and by implantation into alien cultures: what have been the incentives, and what have been the impediments, to change?

The raw material for universities is knowledge. They are, Clark declares, institutions for the management of knowledge; research and teaching are the technologies employed in management. But knowledge is not homogeneous. An institution for the management of knowledge brings on to one campus mediaevalists, biochemists, engineers.Why? Mediaevalists can get on perfectly well without biochemists. Are they together simply to share the central heating system and the catering facilities? In the Soviet system much professional education is in staff colleges attached to the appropriate ministries: lawyers in a college run by the ministry of justice, doctors in a college run by the ministry of health. Yet an institution embracing many diverse disciplines remains the standard pattern for higher education.

先前相关研究鲜有富于启发性的结果，结论总是沉闷无趣。克拉克用一种更为雄心勃勃的方式来迎接挑战，他试图回答：大学为什么而存在？大学相信大学自己的什么？所谓的门外汉认为大学是什么？高等教育体系的权威在于何处？大学已经随着世纪更替和植入外来文化而发生变革：什么因素在激励变革，什么因素在阻碍变革？

大学的原材料是知识，克拉克断言，大学是知识管理的机构；研究和教学是应用在管理中的技术。但知识不是同质的。一个进行知识管理的机构会发展成为中古史学家、生化学家和工程师所共享的校园。为什么？没有生化学家，中古史学家也能做得非常好，他们在一起仅仅是单纯地分享中央供热系统或者餐饮设施？在苏联体系里，很多专业教育在隶属于相应政府部门的学院里进行：律师是在由司法行政部运营的学院里接受教育，医生是在由有卫生部运营的学院里进行培养。当然，拥有很多学科的机构仍然是高等教育的标准模式。