第一篇：哈佛大學(xué)畢業(yè)典禮校長(zhǎng)演講稿與哈佛首位女校長(zhǎng)的畢業(yè)典禮致辭

哈佛大學(xué)畢業(yè)典禮校長(zhǎng)演講稿

冬去春來(lái)，轉(zhuǎn)眼間就到了一年一度的畢業(yè)典禮。六月初的天氣清冷的反常，人們不得不穿薄毛衣或夾克。今年波士頓的天氣變化無(wú)常，4月份有一兩天氣溫高達(dá)32攝氏度以上，人們熱得要開空調(diào)。隨后的一個(gè)多月又冷得至少要穿兩件衣服，但天氣并不妨礙一系列的慶?；顒?dòng)。

校園里照例彩旗飄飄，成群結(jié)隊(duì)，歡聲笑語(yǔ)，贈(zèng)送鮮花，合影留念。主要慶?；顒?dòng)集中在6月2日校長(zhǎng)對(duì)畢業(yè)生的告別講演(baccalaureate address)，3日大學(xué)本科畢業(yè)生自己組織的告別活動(dòng)(class day),和4日哈佛畢業(yè)生聯(lián)誼會(huì)(harvard alumni association)組織的畢業(yè)典禮(mencement)。

這是哈佛大學(xué) 你們離開校園時(shí)正好是經(jīng)濟(jì)風(fēng)暴席卷全球，改變這個(gè)國(guó)家和世界的時(shí)候。你們也目睹了哈佛的變化。你們?cè)谒哪曛薪?jīng)歷了三位校長(zhǎng)(薩默斯，代校長(zhǎng)巴克(derek bok),和福斯特本人)，你們經(jīng)歷了舊的教學(xué)大綱(core curriculum)的退出和新的教學(xué)大綱的引入(general education)，和一些校舍的變化。福斯特然后列舉了一些優(yōu)秀畢業(yè)生取得的成績(jī)(沒(méi)有點(diǎn)名道姓)。

她說(shuō)，很多過(guò)去四年的變化是四年前沒(méi)有想到的：奧巴馬入主白宮，經(jīng)濟(jì)危機(jī)席卷全球，流感蔓延等等，這些都使未來(lái)更加難以預(yù)測(cè)?！拔乙湍銈冎v的不是如何追求優(yōu)秀，在這方面你們已經(jīng)知道怎么做了，而是要講如何利用未來(lái)的不確定性(uncertainty)?！?/p>

去年這個(gè)時(shí)候，有很多哈佛畢業(yè)生選擇了去華爾街工作。其中一個(gè)學(xué)生說(shuō)，他這樣選擇的原因是不想進(jìn)入“真實(shí)世界”(real world)，而進(jìn)入金融行業(yè)是最穩(wěn)妥，最保守的選擇。金融風(fēng)暴對(duì)你們來(lái)說(shuō)也是一件好事，因?yàn)槟銈儧](méi)有最保守的選擇了。你們當(dāng)中的一個(gè)學(xué)生說(shuō)，因?yàn)榻鹑诠窘衲旰苌僬腥?，他?zhǔn)備去教書，而教書才是他真正想做的，今年的就業(yè)形勢(shì)讓他沒(méi)有理由不做自己熱愛(ài)的事。當(dāng)然，有一少部分畢業(yè)生仍然會(huì)去金融公司工作。這也是好事，因?yàn)槟銈冞€年輕，有彈性和韌性承受金融界的動(dòng)蕩。與其在你們45歲時(shí)經(jīng)歷中年危機(jī)-自問(wèn)：我到底在做什么?我為什么做這些?-還不如在20多歲的時(shí)候就反思這些問(wèn)題。有一位作家描述和她先生去巴黎旅游的原因：不是有人要求我們?nèi)?，也不是我們認(rèn)為應(yīng)該去，而是我們從心底里想去，這樣我們的旅途就有了一個(gè)好的起點(diǎn)。福斯特說(shuō)，這就是發(fā)自內(nèi)心的動(dòng)力，這就是生活。

她說(shuō)，博雅教育(liberal arts education)的目的不是要訓(xùn)練你們成為某一方面的專家，有一份特定的工作，而是要讓你們?cè)诓淮_定的充滿變化的情形下有應(yīng)變能力，能夠即興表演(improvise)。“即興生活(improvised life)是激情與平靜，構(gòu)架與自由，理性與感覺(jué)魔術(shù)般的結(jié)合。我們不喜歡不確定性(uncertainty)，更喜歡安定，但正是不確定性 給我們的個(gè)人生活和事業(yè)帶來(lái)機(jī)遇”。

最能概括福斯特講演內(nèi)容宗旨的話應(yīng)該是她引用一位著名爵士音樂(lè)家的話，“透徹的掌握你的樂(lè)器，你的樂(lè)譜，然后全部把它們拋在腦后，盡情地彈琴?！爆F(xiàn)在的世界需要那些優(yōu)秀的即興表演家。

重新思考我們的生活，重新投入進(jìn)去不是每一代人都有的機(jī)會(huì)。福斯特回憶自己1968年的大學(xué)畢業(yè)典禮。當(dāng)時(shí)我們意氣風(fēng)發(fā)，雄心勃勃，覺(jué)得巨大的社會(huì)變革迫在眉睫，我們要結(jié)束戰(zhàn)爭(zhēng)，消滅貧困和種族歧視。漸漸地這種無(wú)所不能的樂(lè)觀和激情消逝了，我們逐漸地變成了“大人，成年人”，我們回到了自己的小天地，為自己個(gè)人的好生活而努力，那種追求更高目標(biāo)的境界和對(duì)更美好的世界的憧憬?jīng)]有了。

但是現(xiàn)在又回來(lái)了。我們目前面對(duì)很多挑戰(zhàn)--金融動(dòng)蕩，傳染病蔓延，對(duì)內(nèi)政策，對(duì)外政策都是困難重重。這些挑戰(zhàn)和奧巴馬入主白宮不僅僅使新的思想，新的投入成為可能，而且是必須。

奧巴馬總統(tǒng)把我們生活的這個(gè)時(shí)代定義為重新振作和重新創(chuàng)造的時(shí)節(jié)(a season of renewal and reinvention)。重新振作，重新創(chuàng)造需要新的思想，新的思維。我們一直堅(jiān)持最好的教育是那種培養(yǎng)分析能力的，形成思考習(xí)慣的，能夠把信息(information)變成理解(understanding)的教育。這就是教育為什么這么重要，受過(guò)教育的你們這些人為什么這么重要。

學(xué)生聚會(huì)

class day的活動(dòng)是在校園中間的露天草場(chǎng)tercentenary theatre，沒(méi)有畢業(yè)典禮那么正式，形式上比較輕松。畢業(yè)生代表的講話有對(duì)四年大學(xué)生活的認(rèn)真反思，也有自嘲自諷的幽默。他們對(duì)最近四年的課業(yè)過(guò)重(over worked)，睡眠不足(under slept)直言不諱，他們的腦海里只是被“成就”(achievement)這個(gè)詞充斥著?！盀榱酥亟ü鹦蜗?，有必要提醒整個(gè)世界哈佛的畢業(yè)生是多么的了不起，他們處處趾高氣揚(yáng)，只往上看，不往下看，永遠(yuǎn)覺(jué)得高人一籌?！?/p>

第二篇：哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文2011

哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文（組圖）作者：涂攀

2011年5月哈佛大學(xué)迎來(lái)了第360屆畢業(yè)典禮。哈佛大學(xué)女校長(zhǎng)福斯特（Drew Gilpin Faust，1947

年9月18日－，美國(guó)歷史學(xué)家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學(xué)歷史上第一位女校長(zhǎng)，也是自1672年以來(lái)第一位沒(méi)有哈佛學(xué)習(xí)經(jīng)歷的哈佛校長(zhǎng)。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學(xué) Concord Academy，后就讀于位于賓州費(fèi)城郊外的一所女子文理學(xué)院 Bryn Mawr College；文理學(xué)院畢業(yè)后福斯特進(jìn)入賓夕法利亞大學(xué)攻讀歷史學(xué)碩士，攻讀歷史碩士學(xué)位，1975年獲得了賓大美洲文明專業(yè)的博士學(xué)位，同年起留校擔(dān)任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學(xué)，她獲任歷史學(xué)系教授。福斯特是一位研究美國(guó)南方戰(zhàn)前歷史和美國(guó)內(nèi)戰(zhàn)歷史的專家，在美國(guó)內(nèi)戰(zhàn)時(shí)期反映南方陣營(yíng)思想的意識(shí)形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關(guān)書籍，其中最著名的一本《創(chuàng)造之母：美國(guó)內(nèi)戰(zhàn)南方蓄奴州婦女》在1997年獲得美國(guó)歷史學(xué)會(huì)美國(guó)題材非小說(shuō)類最佳著作獎(jiǎng)。

2001年，福斯特進(jìn)入哈佛大學(xué)，并擔(dān)任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長(zhǎng)，該學(xué)院的前身是拉德克利夫?qū)W院。2007年就任哈佛大學(xué)校長(zhǎng)。

2011年福斯特就任哈佛大學(xué)校長(zhǎng)屆滿四年，四年也是本科生完成學(xué)業(yè)的時(shí)間跨度，所以Class of 2011對(duì)于福斯特來(lái)說(shuō)，有著不一樣的意義。在這篇演講中談到了她這四年的心路歷程，同時(shí)對(duì)美國(guó)教育的未來(lái)發(fā)展提出了自己的觀點(diǎn)，其中多次提到中國(guó)的教育發(fā)展。

Commencement Address Tercentenary Theatre, Cambridge, MA May 26, 2011

Distinguished guests.Harvard faculty, alumni, students, staff, friends.As we celebrate the Class of 2011 and welcome them to our alumni ranks, I feel a special sense of connection to those who just received their “first degrees,” to use the words with which I officially greeted them this morning.I began as president when they arrived as freshmen, and we have shared the past four years here together.Four world-changing years.From the global financial crisis, to a historic presidential election, to the popular uprisings of the Arab Spring — not to mention earthquakes, tsunamis and tornadoes.The choices and circumstances these new alumni face are likely to be quite different from the ones they expected when they moved into Harvard Yard in September 2007.And I hope and trust that they too are transformed — shaped by all they have learned and experienced as Harvard College undergraduates.Their departure marks a milestone for me as well.One that prompts me, as Harvard enters its 375th year, to reflect on what these four years have meant for universities, and what universities must do in this time of worldwide challenges when knowledge is becoming ever more vital to our economies, our societies and to us all.Education has never mattered more to individual lives.In the midst of the Great Recession, the unemployment rate for college graduates in the United States was less than half that for those with just a high school diploma.Those with bachelor degrees earn half again as much as high school graduates.Doctoral or professional degrees nearly double, on average, earnings again.And education of course brings far more than economic benefits.We believe that the graduates of institutions like Harvard are instilled with analytic and creative habits of mind, with a capacity for judgment and discernment that can guide them through a lifetime that promises an abundance of change.But education is not just about individuals.Education has never mattered more to human progress and the common good.Much of what we have undertaken at Harvard in these past four years reflects our fundamental sense of that responsibility: to educate individuals who will understand the difference between information and wisdom, who will pose the questions, and create the knowledge that can address the world’s problems, who can situate today’s realities in the context of the past even as we prepare for the future.Yet universities have been deeply affected, as events have reshaped the educational landscape in the United States and abroad.The cost of higher education has become the source of even greater anxiety for American families.At a time when college matters more than ever, it seems increasingly less affordable.Access to higher education is a national priority, and at Harvard we have significantly enhanced our financial aid policies to make sure that Harvard is attainable for talented students regardless of their financial circumstances.This is fundamental to sustaining Harvard’s excellence.More than 60% of undergraduates received financial aid from Harvard this year;their families paid an average of $11,500 for tuition and room and board.The composition of our student body has changed as a result, and we have reached out to students who previously would not have imagined they could attend.This past year, for example, nearly 20% of the freshman class came from families with incomes below $60,000.We want to attract and invest in the most talented students, those likely to take fullest advantage of their experience at Harvard College.（一名頭頂阿拉伯-英語(yǔ)詞典的阿拉伯學(xué)生）

Our graduate and professional schools recognize a similar imperative and seek to ensure that graduates are able to choose careers based on their aspirations rather than on the need to repay educational debt.The Kennedy School, for example, has made increasing financial aid its highest priority;Harvard Medical School’s enhanced financial aid policies now assist over 70% of its student body.Like American families, institutions of higher education face intensified financial challenges as well.At our distinguished public universities, pressures on state funding threaten fundamental purposes.The governor of Pennsylvania, for example, proposes cutting state appropriations for higher education by half.Leaders of the University of California system warned last week of a possible tuition increase of 32% in response to reduced state support.Some in Congress are threatening to reduce aid for needy students, and to constrain the federal funding that fuels scientific research at Harvard and at America’s other distinguished universities.By contrast, support for higher education and research is exploding in other parts of the globe.In China, for example, undergraduate student numbers have more than quadrupled in little over a decade;India has more than doubled its college attendance rate and plans to do so again by 2020.Higher education, these nations recognize, is a critical part of building their futures.As battles rage in Washington over national priorities and deficit reduction, we need to make that case for America as well.Universities are an essential part of the solution—providing economic opportunity and mobility, producing discoveries that build prosperity, create jobs and improve human lives.And American higher education—in its dedication to knowledge in breadth and depth, beyond instrumental or narrow technical focus — has proved a generator of imagination, wisdom and creativity, the capacities that serve as foundations for building our common future.When I met last year with university presidents in China, they wanted to talk not about science or technology, where we all know they have such strength, but instead about the liberal arts and how to introduce them in their country.They believed those principles of broad learning had yielded the most highly regarded educational system in the world.This year, Tsinghua University in Beijing introduced a new required course called “Moral Reasoning and Critical Thinking.” It is modeled on Professor Michael Sandel’s famous Harvard undergraduate class, “Justice,” and he lectured in that course last week.This is a time for us to convince Americans of what these Chinese educational leaders affirmed to me: that we in the United States have developed a model of higher education that is unsurpassed in its achievements and distinction, in the knowledge it has created and in the students it has produced.It must be both supported and adapted to help secure the future in which our children and their children will live.（這位老先生George Barner 是哈佛在世的最老的校友之一，1929屆畢業(yè)生。按推算，老先生已經(jīng)90歲以上高齡）

That future encompasses a second powerful force shaping higher education.When Thomas Friedman famously proclaimed that the world was “flat” in 2005, he drew attention to the ways in which ideas and economies no longer respect boundaries;knowledge, he emphasized, is global.Yet societies, cultures and beliefs vary in ways that affect us ever more deeply.If the world is flat, it is far from homogeneous.Universities must embrace the breadth of ideas and opportunities unfolding across the world, and at the same time advance understanding of the differences among distinctive cultures, histories and languages.（另一位年逾古稀的哈佛校友Donald Brown；1930屆畢業(yè)生）

I am repeatedly struck when I meet with undergraduates at the intensity of their interest in language courses, which at Harvard now include nearly 80 languages.These undergraduates understand the kind of world they will live in, and they want to be prepared.One member of the class of 2011, who will be a Marshall scholar next year, told me about how she took up the study of Chinese at Harvard and when she traveled abroad recognized how speaking the language transformed her relationship to those she met.“When you learn a language,” she said, “you get goggles.My Chinese goggles.You have different kinds of conversations with people in their own language … we’re going to grow up in the world together in countries with such intertwined futures.We are,” she concluded, “an international generation.”

In these past four years, Harvard has reached into the world, and the world has reached into Harvard as never before.I have traveled as Harvard president on five continents.I have met with thousands of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in China.Our new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement abroad.We have over the past several years launched the university-wide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource Center.Undergraduate experiences abroad have more than doubled since 2003.Design School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in Fiji.Here in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international component.And we benefit from an increasingly international faculty and student body — 20% of our degree students overall.But it is not just knowledge that knows no boundaries.The world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our community.Universities are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to therapeutics.To borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical knowledge.And we increasingly understand how to bring the elements of knowledge-creation together by crossing intellectual and disciplinary boundaries just as we cross international ones.I speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most accomplished senior faculty members.The new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from post-earthquake response in Haiti and Chile to reducing cardiovascular disease in the developing world.We have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related activities.Similarly, the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look comprehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental regulation.This brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important part.Students and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis vaccine.Our undergraduates have invented a soccer ball that can generate enough power to light villages;Business School students are launching more and more start-ups;Medical School experiments have reversed the signs of aging — in mice at least.The Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the Ed.L.D.— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s schools.New ideas and new ways of enabling those ideas to reach a wider world.That is the essence of what we are about.And we as an institution have some new ideas about how we do our own work as well.We have innovated after 350 years with governance, expanding and enhancing the Corporation.We are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and teach.We are in the second successful year of a new undergraduate curriculum.We created a new School of Engineering and Applied Sciences.We are exploring new ways of teaching, with new technologies and new partners.We are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative learning.In the fall we will open a new Innovation Lab, to foster team-based invention that connects students across disciplines and with local entrepreneurs.Perhaps every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like these.But both the depth of the challenges we face and the power of knowledge — and thus of universities--to address them is unprecedented.Harvard must embrace this responsibility, for it is accountable to you, its alumni, and to the wider world.Universities are among humanity’s greatest innovations and among humanity’s greatest innovators.Through universities we find a better future, where our graduates and their children and the greater global community may lead lives of peace, prosperity and purpose in the centuries to come.Thank you very much.互聯(lián)網(wǎng)界的讀者文摘

第三篇：哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文

哈佛大學(xué)女校長(zhǎng)畢業(yè)典禮演講全文

Universities nurture the hopes of the world: in solving challenges that cross borders;in unlocking and harnessing new knowledge;in building cultural and political understanding;and in modeling environments that promote dialogue and debate...The ideal and breadth of liberal education that embraces the humanities and arts as well as the social and natural sciences is at the core of

Harvard’s philosophy.2011年5月哈佛大學(xué)迎來(lái)了第360屆畢業(yè)典禮。哈佛大學(xué)女校長(zhǎng)福斯特（Drew Gilpin Faust，1947年9月18日－，美國(guó)歷史學(xué)家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學(xué)歷史上第一位女校長(zhǎng)，也是自1672年以來(lái)第一位沒(méi)有哈佛學(xué)習(xí)經(jīng)歷的哈佛校長(zhǎng)。福斯特1947年出生于紐約，1964年畢業(yè)于馬薩諸塞州的私立寄宿中學(xué) Concord Academy，后就讀于位于賓州費(fèi)城郊外的一所女子文理學(xué)院 Bryn Mawr College；文理學(xué)院畢業(yè)后福斯特進(jìn)入賓夕法利亞大學(xué)攻讀歷史學(xué)碩士，攻讀歷史碩士學(xué)位，1975年獲得了賓大美洲文明專業(yè)的博士學(xué)位，同年起留校擔(dān)任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學(xué)，她獲任歷史學(xué)系教授。福斯特是一位研究美國(guó)南方戰(zhàn)前歷史和美國(guó)內(nèi)戰(zhàn)歷史的專家，在美國(guó)內(nèi)戰(zhàn)時(shí)期反映南方陣營(yíng)思想的意識(shí)形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關(guān)書籍，其中最著名的一本《創(chuàng)造之母：美國(guó)內(nèi)戰(zhàn)南方蓄奴州婦女》在1997年獲得美國(guó)歷史學(xué)會(huì)美國(guó)題材非小說(shuō)類最佳著

作獎(jiǎng)。

2001年，福斯特進(jìn)入哈佛大學(xué)，并擔(dān)任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長(zhǎng)，該學(xué)院的前身是拉德克利夫?qū)W院。2007年就任哈佛大學(xué)校長(zhǎng)。

2011年福斯特就任哈佛大學(xué)校長(zhǎng)屆滿四年，四年也是本科生完成學(xué)業(yè)的時(shí)間跨度，所以Class of 2011對(duì)于福斯特來(lái)說(shuō)，有著不一樣的意義。在這篇演講中談到了她這四年的心路歷程，同時(shí)對(duì)美國(guó)教育的未來(lái)發(fā)展提出了自己的觀點(diǎn)，其中多次提到中國(guó)的教育發(fā)展。Commencement Address

Tercentenary Theatre, Cambridge, MA May 26, 2011

Distinguished guests.Harvard faculty, alumni, students, staff, friends.As we celebrate the Class of 2011 and welcome them to our alumni ranks, I feel a special sense of connection to those who just received their “first degrees,” to use the words with which I officially greeted them this morning.I began as president when they arrived as freshmen, and we have shared the past four years here together.Four world-changing years.From the global financial crisis, to a historic presidential election, to the popular uprisings of the Arab Spring — not to mention earthquakes, tsunamis and tornadoes.The choices and circumstances these new alumni face are likely to be quite different from the ones they expected when they moved into Harvard Yard in September 2007.And I hope and trust that they too are transformed — shaped by all they have learned and experienced as Harvard College undergraduates.Their departure marks a milestone for me as well.One that prompts me, as Harvard enters its 375th year, to reflect on what these four years have meant for universities, and what universities must do in this time of worldwide challenges when knowledge is becoming ever more vital to our economies, our societies and to us all.Education has never mattered more to individual lives.In the midst of the Great Recession, the unemployment rate for college graduates in the United States was less than half that for those with just a high school diploma.Those with bachelor degrees earn half again as much as high school graduates.Doctoral or professional degrees nearly double, on average, earnings again.And education of course brings far more than economic benefits.We believe that the graduates of institutions like Harvard are instilled with analytic and creative habits of mind, with a capacity for judgment and discernment that can guide them through a lifetime that promises an abundance of change.But education is not just about individuals.Education has never mattered more to human progress and the common good.Much of what we have undertaken at Harvard in these past four years reflects our fundamental sense of that responsibility: to educate individuals who will understand the difference between information and wisdom, who will pose the questions, and create the knowledge that can address the world’s problems, who can situate today’s realities in the context of the past even as we prepare for the future.Yet universities have been deeply affected, as events have reshaped the educational landscape in the United States and abroad.The cost of higher education has become the source of even greater anxiety for American families.At a time when college matters more than ever, it seems increasingly less affordable.Access to higher education is a national priority, and at Harvard we have significantly enhanced our financial aid policies to make sure that Harvard is attainable for talented students regardless of their financial circumstances.This is fundamental to sustaining Harvard’s excellence.More than 60% of undergraduates received financial aid from Harvard this year;their families paid an average of $11,500 for tuition and room and board.The composition of our student body has changed as a result, and we have reached out to students who previously would not have imagined they could attend.This past year, for example, nearly 20% of the freshman class came from families with incomes below $60,000.We want to attract and invest in the most talented students, those likely to take fullest advantage of their experience at Harvard College.Our graduate and professional schools recognize a similar imperative and seek to ensure that graduates are able to choose careers based on their aspirations rather than on the need to repay educational debt.The Kennedy School, for example, has made increasing financial aid its highest priority;Harvard Medical School’s enhanced financial aid policies now assist over 70% of its student body.Like American families, institutions of higher education face intensified financial challenges as well.At our distinguished public universities, pressures on state funding threaten fundamental purposes.The governor of Pennsylvania, for example, proposes cutting state appropriations for higher education by half.Leaders of the University of California system warned last week of a possible tuition increase of 32% in response to reduced state support.Some in Congress are threatening to reduce aid for needy students, and to constrain the federal funding that fuels scientific research at Harvard and at America’s other distinguished universities.By contrast, support for higher education and research is exploding in other parts of the globe.In China, for example, undergraduate student numbers have more than quadrupled in little over a decade;India has more than doubled its college attendance rate and plans to do so again by 2020.Higher education, these nations recognize, is a critical part of building their futures.As battles rage in Washington over national priorities and deficit reduction, we need to make that case for America as well.Universities are an essential part of the solution—providing economic opportunity and mobility, producing discoveries that build prosperity, create jobs and improve human lives.And American higher education—in its dedication to knowledge in breadth and depth, beyond instrumental or narrow technical focus — has proved a generator of imagination, wisdom and creativity, the capacities that serve as foundations for building our common future.When I met last year with university presidents in China, they wanted to talk not about science or technology, where we all know they have such strength, but instead about the liberal arts and how to introduce them in their country.They believed those principles of broad learning had yielded the most highly regarded educational system in the world.This year, Tsinghua University in Beijing introduced a new required course called “Moral Reasoning and Critical Thinking.” It is modeled on Professor Michael Sandel’s famous Harvard undergraduate class, “Justice,” and he lectured in that course last week.This is a time for us to convince Americans of what these Chinese educational leaders affirmed to me: that we in the United States have developed a model of higher education that is unsurpassed in its achievements and distinction, in the knowledge it has created and in the students it has produced.It must be both supported and adapted to help secure the future in which our children and their children will live.That future encompasses a second powerful force shaping higher education.When Thomas Friedman famously proclaimed that the world was “flat” in 2005, he drew attention to the ways in which ideas and economies no longer respect boundaries;knowledge, he emphasized, is global.Yet societies, cultures and beliefs vary in ways that affect us ever more deeply.If the world is flat, it is far from homogeneous.Universities must embrace the breadth of ideas and opportunities unfolding across the world, and at the same time advance understanding of the differences among distinctive cultures, histories and languages.I am repeatedly struck when I meet with undergraduates at the intensity of their interest in language courses, which at Harvard now include nearly 80 languages.These undergraduates understand the kind of world they will live in, and they want to be prepared.One member of the class of 2011, who will be a Marshall scholar next year, told me about how she took up the study of Chinese at Harvard and when she traveled abroad recognized how speaking the language transformed her relationship to those she met.“When you learn a language,” she said, “you get goggles.My Chinese goggles.You have different kinds of conversations with people in their own language … we’re going to grow up in the world together in countries with such intertwined futures.We are,” she concluded, “an international generation.”

In these past four years, Harvard has reached into the world, and the world has reached into Harvard as never before.I have traveled as Harvard president on five continents.I have met with thousands of the more than 50,000 Harvard alumni who live outside the United States, and I have visited Harvard initiatives that address issues from AIDS in Botswana to preschool education in Chile to Renaissance studies in Italy to disaster response in China.Our new Harvard Center Shanghai joins 15 offices supporting Harvard faculty and student research and engagement abroad.We have over the past several years launched the university-wide China Fund, the South Asia Initiative, and an enhanced African Studies effort that recently received a coveted Title VI recognition as a National Resource Center.Undergraduate experiences abroad have more than doubled since 2003.Design School field studios reach from the favelas of Sao Paolo to the townships of Mumbai, and Harvard’s clinical and research opportunities in medicine and public health range from tuberculosis in Siberia to adolescent health in Fiji.Here in Cambridge, teaching incorporates an enhanced global perspective, from newly required international legal studies at the Law School to an international immersion experience beginning next year for all MBA students at the Business School, where 40% of case studies now have a significant international component.And we benefit from an increasingly international faculty and student body — 20% of our degree students overall.But it is not just knowledge that knows no boundaries.The world’s most critical challenges are most often borderless as well, and it is these pressing problems that attract the interest and talents of so many in our community.Universities are critical resources in addressing issues from economic growth to global health, to sustainable cities, to privacy and security, to therapeutics.To borrow a phrase from the Business School mission statement, Harvard faculty and students want to “make a difference in the world” by creating and disseminating critical knowledge.And we increasingly understand how to bring the elements of knowledge-creation together by crossing intellectual and disciplinary boundaries just as we cross international ones.I speak often of “one university,” for it is clear that we work most effectively when we unite Harvard’s unparalleled strengths across its schools and fields — and do so at every stage of the educational process, from College freshmen through our most accomplished senior faculty members.The new Harvard Global Health Institute is a case in point, engaging more than 250 faculty from across the university in addressing issues that range from post-earthquake response in Haiti and Chile to reducing cardiovascular disease in the developing world.We have established an undergraduate secondary field in Global Health, and over 1,000 College students are involved in courses, internships and related activities.Similarly, the Harvard Center for the Environment draws on graduate and undergraduate students and more than a hundred faculty, in law, engineering, history, earth sciences, medicine, health policy and business — to look comprehensively at problems like carbon capture and sequestration, or the implications of the Gulf oil spill for structures of environmental regulation.This brings us finally to innovation, a third powerful force in higher education — and in the wider world in which higher education plays such an important part.Students and faculty working together in new ways and across disciplines, are developing wondrous things — from inhalable chocolate to inhalable tuberculosis vaccine.Our undergraduates have invented a soccer ball that can generate enough power to light villages;Business School students are launching more and more start-ups;Medical School experiments have reversed the signs of aging — in mice at least.The Dean of our School of Education has been named one of the region’s foremost innovators for inventing a new degree, a doctorate in educational leadership — the Ed.L.D.— whose graduates, trained by faculty from the Business, Kennedy and Education schools, will be ready to lead change in America’s schools.New ideas and new ways of enabling those ideas to reach a wider world.That is the essence of what we are about.And we as an institution have some new ideas about how we do our own work as well.We have innovated after 350 years with governance, expanding and enhancing the Corporation.We are innovating(after almost as long)with the organization of our libraries — at the heart of how we learn and teach.We are in the second successful year of a new undergraduate curriculum.We created a new School of Engineering and Applied Sciences.We are exploring new ways of teaching, with new technologies and new partners.We are integrating the arts into our teaching across fields, recognizing that the act of “making” — whether in the arts or, perhaps, engineering — is an essential part of creative learning.In the fall we will open a new Innovation Lab, to foster team-based invention that connects students across disciplines and with local entrepreneurs.Perhaps every generation believes that it lives in special times and perhaps every cohort of graduates is told just that at ceremonies like these.But both the depth of the challenges we face and the power of knowledge — and thus of universities--to address them is unprecedented.Harvard must embrace this responsibility, for it is accountable to you, its alumni, and to the wider world.Universities are among humanity’s greatest innovations and among humanity’s greatest innovators.Through universities we find a better future, where our graduates and their children and the greater global community may lead lives of peace, prosperity and purpose in the centuries to come.Thank you very much.-Drew Gilpin Faust

第四篇：哈佛大學(xué)畢業(yè)典禮校長(zhǎng)演講稿與哈佛校長(zhǎng)演講稿

哈佛大學(xué)畢業(yè)典禮校長(zhǎng)演講稿

冬去春來(lái)，轉(zhuǎn)眼間就到了一年一度的畢業(yè)典禮。六月初的天氣清冷的反常，人們不得不穿薄毛衣或夾克。今年波士頓的天氣變化無(wú)常，4月份有一兩天氣溫高達(dá)32攝氏度以上，人們熱得要開空調(diào)。隨后的一個(gè)多月又冷得至少要穿兩件衣服，但天氣并不妨礙一系列的慶?；顒?dòng)。

校園里照例彩旗飄飄，成群結(jié)隊(duì)，歡聲笑語(yǔ)，贈(zèng)送鮮花，合影留念。主要慶?；顒?dòng)集中在6月2日校長(zhǎng)對(duì)畢業(yè)生的告別講演(baccalaureate address)，3日大學(xué)本科畢業(yè)生自己組織的告別活動(dòng)(class day),和4日哈佛畢業(yè)生聯(lián)誼會(huì)(harvard alumni association)組織的畢業(yè)典禮(mencement)。

這是哈佛大學(xué) 你們離開校園時(shí)正好是經(jīng)濟(jì)風(fēng)暴席卷全球，改變這個(gè)國(guó)家和世界的時(shí)候。你們也目睹了哈佛的變化。你們?cè)谒哪曛薪?jīng)歷了三位校長(zhǎng)(薩默斯，代校長(zhǎng)巴克(derek bok),和福斯特本人)，你們經(jīng)歷了舊的教學(xué)大綱(core curriculum)的退出和新的教學(xué)大綱的引入(general education)，和一些校舍的變化。福斯特然后列舉了一些優(yōu)秀畢業(yè)生取得的成績(jī)(沒(méi)有點(diǎn)名道姓)。

她說(shuō)，很多過(guò)去四年的變化是四年前沒(méi)有想到的：奧巴馬入主白宮，經(jīng)濟(jì)危機(jī)席卷全球，流感蔓延等等，這些都使未來(lái)更加難以預(yù)測(cè)。?我要和你們講的不是如何追求優(yōu)秀，在這方面你們已經(jīng)知道怎么做了，而是要講如何利用未來(lái)的不確定性(uncertainty)。?

去年這個(gè)時(shí)候，有很多哈佛畢業(yè)生選擇了去華爾街工作。其中一個(gè)學(xué)生說(shuō)，他這樣選擇的原因是不想進(jìn)入?真實(shí)世界?(real world)，而進(jìn)入金融行業(yè)是最穩(wěn)妥，最保守的選擇。金融風(fēng)暴對(duì)你們來(lái)說(shuō)也是一件好事，因?yàn)槟銈儧](méi)有最保守的選擇了。你們當(dāng)中的一個(gè)學(xué)生說(shuō)，因?yàn)榻鹑诠窘衲旰苌僬腥?，他?zhǔn)備去教書，而教書才是他真正想做的，今年的就業(yè)形勢(shì)讓他沒(méi)有理由不做自己熱愛(ài)的事。當(dāng)然，有一少部分畢業(yè)生仍然會(huì)去金融公司工作。這也是好事，因?yàn)槟銈冞€年輕，有彈性和韌性承受金融界的動(dòng)蕩。與其在你們45歲時(shí)經(jīng)歷中年危機(jī)-自問(wèn)：我到底在做什么?我為什么做這些?-還不如在20多歲的時(shí)候就反思這些問(wèn)題。有一位作家描述和她先生去巴黎旅游的原因：不是有人要求我們?nèi)?，也不是我們認(rèn)為應(yīng)該去，而是我們從心底里想去，這樣我們的旅途就有了一個(gè)好的起點(diǎn)。福斯特說(shuō)，這就是發(fā)自內(nèi)心的動(dòng)力，這就是生活。

她說(shuō)，博雅教育(liberal arts education)的目的不是要訓(xùn)練你們成為某一方面的專家，有一份特定的工作，而是要讓你們?cè)诓淮_定的充滿變化的情形下有應(yīng)變能力，能夠即興表演(improvise)。?即興生活(improvised life)是激情與平靜，構(gòu)架與自由，理性與感覺(jué)魔術(shù)般的結(jié)合。我們不喜歡不確定性(uncertainty)，更喜歡安定，但正是不確定性 給我們的個(gè)人生活和事業(yè)帶來(lái)機(jī)遇?。

最能概括福斯特講演內(nèi)容宗旨的話應(yīng)該是她引用一位著名爵士音樂(lè)家的話，?透徹的掌握你的樂(lè)器，你的樂(lè)譜，然后全部把它們拋在腦后，盡情地彈琴。?現(xiàn)在的世界需要那些優(yōu)秀的即興表演家。

重新思考我們的生活，重新投入進(jìn)去不是每一代人都有的機(jī)會(huì)。福斯特回憶自己1968年的大學(xué)畢業(yè)典禮。當(dāng)時(shí)我們意氣風(fēng)發(fā)，雄心勃勃，覺(jué)得巨大的社會(huì)變革迫在眉睫，我們要結(jié)束戰(zhàn)爭(zhēng)，消滅貧困和種族歧視。漸漸地這種無(wú)所不能的樂(lè)觀和激情消逝了，我們逐漸地變成了?大人，成年人?，我們回到了自己的小天地，為自己個(gè)人的好生活而努力，那種追求更高目標(biāo)的境界和對(duì)更美好的世界的憧憬?jīng)]有了。

但是現(xiàn)在又回來(lái)了。我們目前面對(duì)很多挑戰(zhàn)--金融動(dòng)蕩，傳染病蔓延，對(duì)內(nèi)政策，對(duì)外政策都是困難重重。這些挑戰(zhàn)和奧巴馬入主白宮不僅僅使新的思想，新的投入成為可能，而且是必須。

奧巴馬總統(tǒng)把我們生活的這個(gè)時(shí)代定義為重新振作和重新創(chuàng)造的時(shí)節(jié)(a season of renewal and reinvention)。重新振作，重新創(chuàng)造需要新的思想，新的思維。我們一直堅(jiān)持最好的教育是那種培養(yǎng)分析能力的，形成思考習(xí)慣的，能夠把信息(information)變成理解(understanding)的教育。這就是教育為什么這么重要，受過(guò)教育的你們這些人為什么這么重要。

學(xué)生聚會(huì)

class day的活動(dòng)是在校園中間的露天草場(chǎng)tercentenary theatre，沒(méi)有畢業(yè)典禮那么正式，形式上比較輕松。畢業(yè)生代表的講話有對(duì)四年大學(xué)生活的認(rèn)真反思，也有自嘲自諷的幽默。他們對(duì)最近四年的課業(yè)過(guò)重(over worked)，睡眠不足(under slept)直言不諱，他們的腦海里只是被?成就?(achievement)這個(gè)詞充斥著。?為了重建哈佛形象，有必要提醒整個(gè)世界哈佛的畢業(yè)生是多么的了不起，他們處處趾高氣揚(yáng)，只往上看，不往下看，永遠(yuǎn)覺(jué)得高人一籌。?

哈佛校長(zhǎng)演講稿范文

聽說(shuō)有這樣一個(gè)故事：它發(fā)生在1987年，有75位諾貝爾獎(jiǎng)獲得者聚會(huì)法國(guó)巴黎。某報(bào)社記者問(wèn)其中一位獲得者：“您在哪所大學(xué)、哪個(gè)實(shí)驗(yàn)室學(xué)到了您認(rèn)為最主要的東西?”這位白發(fā)蒼蒼的學(xué)者回答說(shuō)：“是在幼兒園。在那里，我學(xué)到了把自己的東西分一半給小伙伴，不是自己的東西不要拿。東西放整齊，飯前要冼手，做錯(cuò)了事要道歉。飯后要休息，要仔細(xì)觀察周圍的大自然。從根本上說(shuō)，我學(xué)到的全部東西就是這些?！边@位老者的回答是出人意料的，也是令人深思的，他認(rèn)為在學(xué)校學(xué)到的最主要的東西不是深厚扎實(shí)的才學(xué)，而是一個(gè)人最基本的習(xí)慣和素養(yǎng)，也許這就是他日后獲得諾貝爾獎(jiǎng)的根基所在。

這個(gè)故事告訴我們要養(yǎng)成好習(xí)慣,要從小時(shí)候養(yǎng)成好習(xí)慣,別老是想著等到做事時(shí)才開始想著好好表現(xiàn),等到需要時(shí)再認(rèn)真學(xué)好習(xí)慣.這個(gè)故事還告訴我們,要想做好大事,要從細(xì)微處入手,從我們生活習(xí)慣中的點(diǎn)滴入手.如果細(xì)看他的談話,他告訴我們要學(xué)會(huì)合作,友愛(ài),遵紀(jì)守法,追求完美,講究衛(wèi)生,眼里要有別,熱愛(ài)大自然.哈佛大學(xué)一項(xiàng)研究表明，工作中能否做出成績(jī)，態(tài)度占85%，知識(shí)和智力只占15%?！凹?xì)節(jié)管理專家”汪中求有一個(gè)著名的2.18分理論：人的智商分為智力因素和非智力因素，他認(rèn)為從對(duì)人的一生的作用來(lái)看，智力因素占40%的權(quán)重;在智力因素的知識(shí)和技能對(duì)比中，知識(shí)占40%的權(quán)重;知識(shí)又分為書本知識(shí)和社會(huì)知識(shí)，書本知識(shí)占40%的權(quán)重;書本知識(shí)能在生活中應(yīng)用的又占40%的權(quán)重。由此便能得出這樣一個(gè)分值：

如果你在學(xué)校的總分為85，在學(xué)校所打下的底子，不過(guò)是1*40%*40%*40%*40%*85=2.18分。那些自認(rèn)為以往的學(xué)習(xí)沒(méi)打好底子的學(xué)生，最終什么也沒(méi)有做成，表面看來(lái)，似乎印證了自己的預(yù)言，其實(shí)正是這種先入為主的消極態(tài)度，把他們潛在的“人”的能量給封殺了。

這段話告訴我們,在學(xué)習(xí)的過(guò)程中,知識(shí)是重要的,技能的培養(yǎng),習(xí)慣的養(yǎng)成于成功來(lái)說(shuō)也非常重要.要相信自己.七年級(jí)語(yǔ)文暑假作業(yè)上最后有一篇文章有有意義:一個(gè)在并沒(méi)啟動(dòng)的冰庫(kù)中被自己心里的冰點(diǎn)凍死了,他就是缺少自信,缺少積極樂(lè)觀陽(yáng)光的心態(tài).“認(rèn)真做事只是把事情做對(duì)

用心做事才能把事情做好”

或許最初提出這句話的并不是汪中求先生，但卻沒(méi)來(lái)由的喜歡著，只因它說(shuō)到了人的心坎，清冽透徹。

一直以來(lái)，我都信奉著“踏踏實(shí)實(shí)做事，認(rèn)認(rèn)真真做人”的人生格言，從不懷疑。單純地以為只要認(rèn)真做好每件事情，就會(huì)心安理得，就無(wú)愧自己的工作，現(xiàn)在看來(lái)，我只是“認(rèn)真”，而少了那份“用心”。就象我給我的學(xué)生說(shuō):

“記憶是學(xué)習(xí)之母

思考是學(xué)習(xí)的靈魂”

如果只是在認(rèn)真的讀背寫,這是學(xué)習(xí)的基礎(chǔ),還要在接受時(shí)思考,只有思考過(guò)了,一個(gè)學(xué)習(xí)的人才能變成一個(gè)有靈氣的人,才能達(dá)到別人達(dá)不到的境界或高度.我們要“認(rèn)真,用心”的去做事,要夯實(shí)將來(lái)做人做事的基石-----良好的行為修養(yǎng),遵紀(jì)守法,與人和諧相處,然后加上自己的的思考,才能演繹出自己的美麗人生.

第五篇：2017年哈佛校長(zhǎng)福斯特哈佛大學(xué)畢業(yè)典禮演講 0627

哈佛校長(zhǎng)福斯特2017年哈佛大學(xué)畢業(yè)典禮演講

Address by President Drew Faust at Harvard University Commencement Tercentenary Theatre, Harvard University, Cambridge, Mass.May 25, 2017

哈佛大學(xué)背景補(bǔ)充：

Harvard University is devoted to excellence in 致力于在....領(lǐng)域追求卓越teaching, learning, and research, and to developing leaders 培養(yǎng)領(lǐng)袖in many disciplines who make a difference globally享譽(yù)世界.Established in 1636, Harvard is the oldest institution of higher education in the United States.The University, which is based in 位于....Cambridge and Boston, Massachusetts, has an enrollment of 在校學(xué)生多達(dá)over 20,000 degree candidates, including undergraduate, graduate, and professional students.Harvard has more than 360,000 alumni around the world.哈佛校長(zhǎng)演講全文如下：

Good afternoon.My remarks at this moment in our Commencement rituals 畢業(yè)典禮儀式 are officially titled a “Report to the Alumni.” The first time I delivered them, in 2008, I was the only obstacle between all of you and J.K.Rowling JK羅琳.I looked out on a sea of 許多；人山人海 eager children, costumed Dumbledores（阿不思·鄧布利多是哈利波特系列叢書中的人物，他是霍格沃茨魔法學(xué)校校長(zhǎng)，被公認(rèn)為是當(dāng)代最偉大的巫師。）, and Quidditchbrooms(魁地奇掃帚，魁地奇是電影《哈利波特》中的一種對(duì)抗運(yùn)動(dòng)。)waving impatiently in the air.Today, you await Mark Zuckerberg, whose wizardry(巫術(shù)、魔法)takes a different form, one that has changed the world, and although he doesn’t seem to have inspired an outbreak of hoodies, we certainly do have some costumes in this audience today.I see we are now handing out blankets.This is a day of joy and celebration, of happy endings and new beginnings, of families and friends, of achievements and hopes.It is also a day when we as a university perform our most important annual ritual, affirming once again the purposes that animate 激勵(lì) us and the values that direct and inspire us.I want to speak today about one of the most important – and in recent months, most contested 爭(zhēng)議的– of these values.It is one that has provoked debate, dissent, confrontation , and even violence on campuses across the country(可拆開翻譯，處理為：激起爭(zhēng)論、造成不滿和導(dǎo)致對(duì)抗，甚至在全國(guó)各大校園引發(fā)暴力), and one that has attracted widespread public attention and criticism.I am, of course, talking about issues of free speech on university campuses.The meaning and limits of free speech are questions deeply embedded in 深深地植入到our legal system, in interpretations of the First Amendment and its applications.I am no constitutional lawyer, indeed no lawyer at all, and I do not intend in my brief remarks today to address complex legal doctrines.Nor, clearly, can I in a few brief minutes take on even a fraction of the arguments that have been advanced on this issue.Instead, I speak as one who has been a university president for a decade in order to raise three questions:

First: Why is free speech so important to and at universities?

Second: Why does it seem under special challenge right now?

And, third: How might we better address these challenges by moving beyond just defensively protecting free speech – which, of course, we must do – to actively and affirmatively enabling it and nurturing environments in which it can thrive?

So first: Why is free speech so important to and at universities? This is a question I took up with the newly arrived first-year students 一年級(jí)新生in the College when I welcomed them at Convocation last fall.For centuries, I told them, universities have been environments in which knowledge has been discovered, collected, studied, debated, expanded, changed, and advanced through the power of rational argument and exchange.We pursue truth unrelentingly 不斷追求真理, but we must never be so complacent as to believe we have unerringly attained it.Veritas is inspiration and aspiration.We assume there is always more to know and discover so we open ourselves to challenge and change.We must always be ready to be wrong, so being part of a university community requires courage and humility勇氣與謙遜.Universities must be places open to the kind of debate that can change ideas and committed to standards of reason and evidence that form the bases for evaluating them.Silencing ideas or basking in intellectual orthodoxy 正統(tǒng)知識(shí) independent of facts and evidence impedes 阻礙our access to new and better ideas, and it inhibits 抑制a full and considered rejection of bad ones.From at least the time of Galileo, we can see how repressing 抑制 seemingly heretical ideas 歪理邪說(shuō)has blinded societies and nations to the enhanced knowledge and understanding on which progress depend.Far more recently, we can see here at Harvard how our inattentiveness 漫不經(jīng)心to the power and appeal of conservative voices left much of our community astonished – blindsided 攻其不備by the outcome of last fall’s election.We must work to ensure that universities do not become bubbles isolated from the concerns and discourse of the society that surrounds them.Universities must model a commitment to the notion that truth cannot simply be claimed, but must be established – established through reasoned argument, assessment, and even sometimes uncomfortable challenges that provide the foundation for truth.The legitimacy of universities’ claim to be sources and validators of fact depends on our willingness to actively and vigorously defend those facts.And we must remember that limiting some speech opens the dangerous possibility that the speech that is ultimately censored may be our own.If some words are to be treated as equivalent to physical violence and silenced or even prosecuted, who is to decide which words? Freedom of expression, as Justice Oliver Wendell Holmes famously said long ago, protects not only free thought for those who agree with us but freedom for the thought we hate.We need to hear those hateful ideas so our society is fully equipped to oppose and defeat them.Over the years, differences about the implementation of the University’s free speech principles have often provoked controversy.And we haven’t always gotten it right.As long ago as 1939, an invitation from a student group to the head of the American Communist Party generated protest and the invitation was ultimately canceled by the Corporation.Bertrand Russell’s appointment as William James Lecturer just a year later divided the Corporation, but President Conant broke the tie and Russell came.Campus conflicts over invited speakers are hardly new.Yet the vehemence 激烈with which these issues have been debated in recent months, not just on campuses but in the broader public sphere, suggests there is something distinctive about this moment.Certainly, these controversies reflect a highly polarized political and social environment – perhaps the most divisive since the era of the Civil War.And in these already fractious circumstances, free speech debates have provided a fertile substrate into which anger and disagreement could be planted to nourish partisan outrage and generate media clickbait.But that is only a partial explanation.Universities themselves have changed dramatically in recent years, reaching beyond their traditional, largely homogeneous populations to become more diverse than perhaps any other institution in which Americans find themselves living together.Once overwhelmingly white, male, Protestant, and upper class, Harvard College is now half female, majority minority, religiously pluralistic, with nearly 60 percent of students able to attend because of financial aid.Fifteen percent are the first in their families to go to college.Many of our students struggle to feel full members of this community – a community in which people like them have so recently arrived.They seek evidence and assurance that – to borrow the title of a powerful theatrical piece created by a group of our African-American students – evidence and assurance that they, too, are Harvard.The price of our commitment to freedom of speech is paid disproportionately by these students.For them, free speech has not infrequently included enduring a questioning of their abilities, their humanity, their morality – their very legitimacy here.Our values and our theory of education rest on the assumption that members of our community will take the risk of speaking and will actively compete in our wild rumpus of argument and ideas.It requires them as well to be fearless in face of argument or challenge or even verbal insult.And it expects that fearlessness even when the challenge is directed to the very identity – race, religion, gender, ethnicity, sexual orientation, nationality – that may have made them uncertain about their right to be here in the first place.Demonstrating such fearlessness is hard;no one should be mocked as a snowflake for finding it so.Hard, but important and attainable.Attainable, we believe, for every member of our community.But the price of free speech cannot be charged just to those most likely to become its target.We must support and empower the voices of all the members of our community and nurture the courage and humility that our commitment to unfettered debate demands from all of us.And that courage means not only resilience in face of challenge or attack, but strength to speak out against injustices directed at others as well.Free speech doesn’t just happen and require intervention when it is impeded.It is not about the freedom to out-shout others while everyone has their fingers in their ears.For free speech to flourish, we must build an environment where everyone takes responsibility for the right not just to speak, but to hear and be heard, where everyone assumes the responsibility to treat others with dignity and respect.It requires not just speakers, but, in the words of James Ryan, dean of our Graduate School of Education, generous listeners.Amidst the current soul-searching about free speech, we need to devote more attention to establishing the conditions in which everyone’s speech is encouraged and taken seriously.Ensuring freedom of speech is not just about allowing speech.It is about actively creating a community where everyone can contribute and flourish, a community where argument is relished, not feared.Freedom of speech is not just freedom from censorship 審查大綱;it is freedom to actively join the debate as a full participant.It is about creating a context in which genuine debate can happen.Talk a lot, I urged the Class of 2020 last fall;listen more.Don’t stand safely on the sidelines 不要待在舒適區(qū);take the risk of being wrong.It is the best way to learn and grow.And build a culture of generous listening so that others may be emboldened to take risks 大膽冒險(xiǎn), too.A community in a shared search for Veritas – that is the ideal for which Harvard must strive.We need it now more than ever.Thank you.