【作者】 王骥；

【导师】 冯向东； 陈敏；

【作者基本信息】 华中科技大学 ， 教育经济与管理， 2009， 博士

【摘要】 大学是围绕高深知识开展工作的地方。知识经济的来临使大学从社会的边缘走向了中心，大学承担着比以往任何时候都要大的生产知识的压力。在这种背景之下，如何获取更多的学术资源，如何更好地促进知识的产出成为当今大学变革的主题。生产方式是大学知识生产变革的核心力量，也是区分各个时代大学的标志。作为对理论和实践的回应，大学知识生产方式的研究正是在这背景中展开的。知识生产方式作为生产力和生产关系的统一体，生产力方面体现为知识的认识维度，由认识模式和认识手段两个要素构成；生产关系体现为大学的组织维度，由组织结构和制度安排两个要素构成。知识生产方式的演化就体现在认识维度与组织维度之间的互动上。大学作为知识生产组织，其特殊性主要体现在以下三个方面：以教学、科研以及社会服务为统一的组合体；以学科为基础的组织结构；以学术自由为“元规则”的制度安排。大学组织的特性深刻影响了大学知识生产方式的演化。从历史演化的轨迹来看，西方大学知识生产方式经历了“书斋型”、“实验室型”以及“企业型”三个阶段的转换。“书斋型”是大学初始的知识生产方式，从中世纪开始一直延续到近代。“书斋型”是一种哲学思辨式的认识模式，是以个体为主通过逻辑方法获得确证的哲学知识。大学由此发展出以学术自由为基础的大学自治，以讲座为基础的研究和学习组织，以辨证法等逻辑推理为主的研究和教学方法，学术自由与宗教信仰结合在一起共同激励和规范大学的知识生产。“实验室型”知识生产方式标志着现代大学的到来。在认识维度上，“实验室型”是一种“纯科学”的认识模式，强调基础研究的重要性，而在教学上则强调对学生进行严格的科学训练；在组织维度上，大学形成了学科和院系相互交叉的组织结构，研究生教育的分化使得教学和科研开始以新的形式结合。大学的知识生产不再是以个体为主的生产方式，而是变为“学术共同体”内的集体化的生产，大学与政府和社会之间形成“集体契约”的关系，学术自由和社会责任结合在一起成为大学知识生产的激励与规范原则。“企业型”大学知识生产方式虽然出现的时间短暂，但是已经深深地改变了大学的形貌，大学产生了新的认识模式，沟通了基础研究和应用研究以及开发研究的渠道，扩大了大学知识生产的空间和能力，学、研、产紧密地结合在一起；在组织结构上，大学形成了学科、院系以及以项目为基础的团队之间更为复杂的组织结构；学术自由、社会责任以及利益驱动结合在一起成为大学新的激励与约束制度，创业文化成为新的大学文化，大学和政府以及企业改变了“二元对立”模式，实现了有机结合，共同构筑国家创新体系。大学知识生产方式的演化有三个特征：首先，是自创生的；其次，不同阶段之间有一种继承和超越的关系，使得层次不断跃升，复杂性不断增长；第三，是一个渐变中的突变过程。大学知识生产方式的演化是大学通过内部动力机制适应外部环境变化以增加自身的有序性和组织结构演化的自组织过程。这种内在的动力机制包括两个方面：正反馈和负反馈，一方面促使大学知识生产不断地向更高水平发展，一方面维系大学知识生产的目的性。大学知识生产方式能否发生自组织演化的关键在于遵循一定的制约机制。从广义上说，大学知识生产方式自组织演化制约机制主要包括三个方面：制度性制约机制，社会对于大学知识生产实行非特定干预；物质性制约机制，社会要为大学知识生产提供需求空间和资源供给；文化性制约机制，社会要形成大学知识生产方式发生自组织演化的文化价值取向。中国传统的知识论没有脱离过实在论和实践论，而是依附于外在目标而设定的，即“内圣外王”，对内实现个人道德的完善，对外实现政治抱负。由于这种伦理化和政治化特征，中国传统大学不管是官学还是私学都包含在社会的“一体化”结构之中，未能成为一个独立的组织机构。“庙堂型”是对中国传统大学知识生产方式的合适比喻。“实验室型”和“企业型”大学知识生产方式都不是中国本土内生的，而是外来移植的产物，整体上不是一个连续变化的过程，而是一个先突变后渐变的过程。通过分析历史上“李约瑟问题”以及当代的“体制迷墙”，可以看出，中国大学知识生产方式的演化主要不是依靠自组织机制而是在他组织约束下的制度安排。这是造成中国大学知识生产危机的实质，它使得大学知识生产内部各个子系统的相互作用发生紊乱，从而丧失自我发展的内部动力。实现由他组织到自组织机制的转变才是中国大学知识生产方式变革的路径。更多还原

【Abstract】 University is a place where profound knowledge is centered around. With the arrival of knowledge-based economy, the university moves to the center of the society from the edge of it, thus bearing much more pressure of producing knowledge than any other time. Under this circumstance, how to seek more academic resources and how to promote knowledge production have become the themes of the current university innovation. The mode of production is at the core of the innovation of knowledge production of university, and differentiates universities of various eras. Therefore, against this academic backdrop, the research on knowledge production modes of university is conducted as a response to both theory and practice.The knowledge production mode is a unified whole of productivity and production relations. In terms of productivity, embodied by the cognitive dimension, it is consisted of cognitive mode and means of cognition; while regarding production relations, represented by the organizational dimension of university, it is made up of organizational structures and system arrangement. The evolution of knowledge production modes is demonstrated by the interaction between two dimensions: cognition and organization. As an organization of knowledge production, its uniqueness is mainly reflected in the following three respects: it is a unified combination of teaching, research and social service; it has an organizational structure on the basis of disciplines; it features the system arrangement with academic freedom as its Meta rule. All these characteristics of university organization have a great impact on the evolution of knowledge production modes of university.According to the evolution of western knowledge production modes of university, it has undergone three phases of transitions: study-oriented mode, laboratory-oriented mode and enterprise-oriented mode. The study-oriented mode, which lasted from the medieval times to the modern times, is the preliminary knowledge production mode of university. It is a philosophical and speculative mode of cognition and confirmed philosophical knowledge achieved through logic means mainly by individuals. Due to this mode, universities have developed self-organization on the basis of academic freedom, research and study organizations based on lectures, research and teaching methods centered on logic deductions like dialectics, and academic freedom combined with religious beliefs that stimulate and standardize the knowledge production of university. The laboratory-oriented mode of knowledge production marks the arrival of modern universities. On the dimension of cognition, it is a cognitive mode of pure science, emphasizing the significance of basic research, and strict scientific training to students in the light of teaching. On the dimension of organization, universities have formed inter-disciplinary and inter-departmental organizational structures. Besides, the separation of postgraduates’ education results in a combination of teaching and scientific research in new forms, Thus, the knowledge production of university is no longer individual-oriented, but a collective production in the academic community: The university, government and society have entered into a relationship of group contract; while academic freedom combined with social responsibility has become the stimulus and guiding principle for knowledge production of university. Despite the brief periods the enterprise-oriented mode enjoys, it has profoundly changed university patterns. Specifically, universities have established new cognitive modes, enhanced the communication among basic research, research of application and development research, and expanded the room for and improved the ability in knowledge production of university, thus combining study with research and production closely together. With a view to organizational structure, universities have set up complicated organizational structures among disciplines, departments and groups based on research projects. Both driven and restricted by academic freedom, social responsibility and benefits, fueling enterprise culture has become a new university culture, while universities, government and enterprises have changed the mode of binary opposition, and combined organically into an innovative system of the nation.The evolution of knowledge production modes has three characteristics: First, it is self-creative. Second, it involves inheriting and surpassing in different stages, which brings about continuous rises at the level and complexity. Third, it is a mutation in gradual changes.The evolution of knowledge production modes of university is a self-organized process in which universities adapt to the changes of external environment through internal dynamic mechanism, and in turn increase their orderliness and organize their structural evolution. The internal dynamic mechanism includes positive feedback and negative feedback, which, on the one hand, facilitates the development of knowledge production of university to a higher level, and on the other hand, keeps the objectives of knowledge production of university. In a broad sense, the self-organized evolutionary and restraint mechanism of knowledge production modes of university mainly involves three aspects: systematically restraint mechanism- the society’s unspecific intervention in knowledge production of university; materialistically restraint mechanism- the society’s supply of room for needs and resources for the knowledge production of university; culturally restraint mechanism- the society’s forming of self-organized evolutionary cultural value of knowledge production modes of university.The traditional Chinese theory of knowledge has never been isolated from the theory of essentialism and that of practice. Instead, relying on the external objectives, that is, saintly mind and emperor appearance, it aims at the perfection of individual morals internally and the political aspirations externally. Due to the ethnical and political features, traditional Chinese universities, either official schools or old-style private school, were contained in the structure of integration, not an independent organization. Court-style is an appropriate metaphor for traditional Chinese universities’ knowledge production modes, laboratory-oriented and enterprise-oriented knowledge production modes of universities are transplantation of borrowed foreign modes, rather than of Chinese origin. On the whole, it is not a continuous process of change, but a process from sudden changes to gradual changes.Through the analysis of Joseph Needham’s Problem in the past and the modern system wall, it is apparent that the evolution of knowledge production modes of colleges in China is the systematic arrangement restricted by other organizations, not relying on the self-organized mechanism. This explains the crisis of knowledge production of universities in China and makes the internal sub-systems’ interaction in knowledge production of universities a disorder, thus losing the internal dynamics of self-development. In conclusion, the real orientation of knowledge production modes of universities in China lies with the self-organization from herter-organization.更多还原