The article temporarily introduces a normative and epistemological backdrop to our institutional mapping of knowledge. The assignment given to higher training may additionally be said, in very general terms, to make contributions to our knowledge of how to cope with existence domestically and globally in proper and per chance progressive and higher ways. Our knowledge bases put to use through institutional maps of information are
challenged as our coping is questioned. New members of the family between exercise and theory, transdisciplinary strategies to educating and learning, are requested. The central paragraph of the Norwegian Act concerning to Universities and University Colleges is used as case of institutional mapping and a pretext for discussing information bases put to use. It is argued that the Act’s provision of alternative career tracks might provide an possibility bridging gaps between concept and practice.