| 单词 | |
|---|---|
| disciplines | 学科 |
| have a ground | 有一个立场 |
| canon | 规则，原则 |
| glue | 粘贴 |
| cut across | 切，抄近路 |
| insistence | 目的地 |
| liberal art | 文科 |
| separate | 分别的 |
| specialist | 专家 |
| embark on | 着手 |
| faculty | 能力，才能 |
| take its toll | 付出代价 |
| prerequisite | 前提，先决条件 |
| particular | 部分的，专指的，详细，详细资料 |
| transferable | 可转移的 |
| detach | 脱离，离开 |
| holistic | 整体的，全面的 |
| curious | 好奇的 |
| subtle | 精致的，微妙的 |
| post | 桩，岗位，寄，发布 |
| captured it skillfully | 巧妙的捕获它 |
[A] No disciplines have seized on professionalism with as much enthusiasm as the humanities.
翻译：没有那个学科像人文学科这般要求专业化。
You can, Mr. Menand points out, become a lawyer in three years and a medical doctor in four.
翻译：麦南德先生指出，在三年内成为一个律师和在四年内成为一个医学博士
But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral
students in English drop out before getting their degrees.
翻译：但规定的获得一个社科类博士文凭则需要九年。因此在所有的英国学生中有一半在得到学位前辍学也就不会感到意外了。
[B] His concern is mainly with the humanities: literature, languages, philosophy and so on.
翻译：他关心的主要是社科：文学，语言，哲学等等
These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English.
这些课程相对而言都有些过时了：22%的美国大学毕业生如今毕业主修商业，相比较于2%的历史和4%的英语。
However, many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should possess. But most find it difficult to agree on what a “general education” should look like.
然而，许多美国大学想要他们的毕业生有一个基本的原则立场。但大多发现确定一个通识性教育方案是困难的。
At Harvard, Mr. Menand notes, “the great books are read because they have been read” - they form a sort of social
glue.
在哈佛，麦南德先生说：“最好的书是已经被读过的书”，它们组成了一种社会粘合剂。
[C ]Equally unsurprisingly, only about half end up with professorships for which they entered graduate school.
同样不感到意外的是，仅有一半进入学校的人最终拿到毕业证。
There are simply too few posts. This is partly because universities continue to produce ever more PhDs.
有太少的岗位被发布，部分是因为大学持续的产生更多的哲学博士文凭
But fewer students want to study humanities subjects: English departments awarded more bachelor’s
degrees in 1970-71 than they did 20 years later.
但更少的学生想要主修社会科学：英语学士学位的获得者在70-71年比在20年后更多。
Fewer students require fewer teachers. So, at the end of a decade of thesis-writing, many humanities students
leave the profession to do something for which they have not been trained.
更少的学生意味着更少的老师，因此，这就导致许多社会科学的学生在结束了十年的论文写作后，离开本专业去从事他们没有经过训练的工作。
[D] One reason why it is hard to design and teach such courses is that they cut across the insistence by top American universities that liberal-arts education and professional education should be kept separate, taught in different schools.
语法：这里的cut across 有穿插，走捷径和切开的意思，此处我选择错了翻译方式，导致前后两句话的翻译很不连贯。一般情况下，状语应该优先翻译。
翻译：这些课程难以被设计和教学的一部分原因是因为它们和美国顶级大学所认为的文科和工科应该分别教授的思想相分离。
Many students experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.
很多学生的经历是丰富多彩的，虽然超过一半的哈佛毕业生毕业于法律，医学或商学，未来的医生和律师们必须学习一个非本专业的文科学位才能着手获得专业资格。
[E] Besides professionalising the professions by this separation, top American universities have professionalised the professor.
除了这种教学上的分离以外，顶级大学也已经专业化了这些教授。
The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960 and 1990, but faculty teaching hours fell by half as research took its toll.
学术研究的公共资金也在加速增长：联邦研究资金已经在60年和90年间增长了四倍，但是这是以砍掉一半教学时长为代价来进行的学术研究。
Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969 a third of American professors did not possess one.
专业化已经使得博士文凭成为了进入一个成功得学术职业得前提：在1969年，有三分之一得美国专家没有拥有它。
But the key idea behind professionalisation, argues Mr. Menand, is that “the knowledge and skills needed for a particular specialisation are transmissible but not transferable.”
语法：翻译时主观猜测，没有根据语法进行翻译。transmissible是可传播的，我把它翻译为了名词。
此处for做的是needed的定语，翻译时没有确定好成分的作用，应译为一个专业化技能的需求。
翻译：麦南德先生认为，“专业化背后的知识和技能需求是可传播的但不可转移。
So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.
语法：对over翻译失误，over为介词是“在…之上”
翻译：因此学科不仅在知识产品上有了垄断资质，也在知识生产者上进行了垄断。
[F] The key to reforming higher education, concludes Mr. Menand, is to alter the way in which “the producers of knowledge are produced”.
麦南德先生总结到：高等教育的改革的关键，是转变：“知识的生产者是被生产出来的”这一思想。
Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticise.
否则，学术的思想将可能变得危险地趋同，他们的研究，调查和批判将与社会脱节。
“Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic.” Yet quite how that happens, Mr. Menand does not say.
“至少在一些领域，学术研究需要成为非排外性的和更包容的”，但如何做到这一点，麦南德先生并没有说。
[G] The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree.
一本精巧且富有智慧的小书《思维市场：美国大学的改革与坚持》应该被每个想要申请博士学位的学生所阅读。
They may then decide to go elsewhere. For something curious has been happening in American universities, and Louis Menand, a professor of English at Harvard University, captured it skillfully.
他们可能会选择其他地方。对一些事物的好奇已经发生在了美国的大学和哈佛英语系教授麦南德身上，