第一篇：女校長個人先進事跡材料

園丁情懷

**年12月8日，**橋鎮(zhèn)教區(qū)代表選舉會在中學禮堂如期舉行。堅持不賄選的**校長又一次高票當選咸安區(qū)人大代表。這位被人們譽為“鐵觀音”的女校長，在教師中口碑極好，在社會中影響極佳。在二十余年的教師生涯中，她在五尺講臺辛勤耕耘，默默奉獻；在六年艱難的校長歷程中，她堅強面對困難，拯救了兩所瀕臨關門的學校。**校長猶如一位辛勤的園丁，把貧瘠得幾乎無法種植的校園耕耘得生機勃勃。

2001年8月中旬的某一天，**村小學的老師一致推薦**老師任校長。教師們有的代替**填寫好了“校長競聘表”，有的自發(fā)組織一支隊伍，深夜趕到鎮(zhèn)教育總支一把手陳希湖組長家中，告訴陳組長：“**村小學現在已經負債30多萬元，簡直要熄火了！群眾眼睛是雪亮的，我們相信正直踏實的**老師能讓我們的學校起死回生！我們已經為她填好了競聘表，請求組長同意她參加本次校長競選！”說完，其中一位老師把競聘表遞給了陳組長。陳組長果斷地回答：“盡管我不認識**老師，但是既然大家這么相信她，那么我也相信大家，我同意**參加校長競選?！?/p>

**本是一個踏實做事的人，她根本就沒想當這個校長。然而教師們這樣信任她，讓她深感義不容辭。她覺得自己應該勇敢地站出來接受挑戰(zhàn)了。2001年8月20日，這是一個令**難忘的日子。在這天的校長競聘演講中，她以98。5〈滿分100分〉的好成績獲得全鎮(zhèn)第一名，轟動了**教育界，成為**村小學有史以來唯一的一位女校長。從此，**在這條艱難的校長路上苦苦求索著。

任職伊始，**恐負眾望，徹夜難眠。是啊，沉重的“普九”債務和不斷上門索討的債主，就像一條無形的越勒越緊的繩索令她窒息！開學了，校門卻被債主們上了鎖。面對如此嚴重的困難，她沒有退縮。一方面向黨委政府匯報，提出了動員社會力量捐資助學的建議，得到了鎮(zhèn)領導的支持，一方面加強學校內部管理和改革，清理內差外欠，開源節(jié)流。終于破解了第一道難題，確保了學校正常運轉。為了把鎮(zhèn)政府“捐一百元錢，獻一份愛心”的倡議落到實處，方圓20里的**村留下了她忙碌而又令人憐憫的身影。理解她和學校困難的人慷慨解囊，也有不大理解和囊中羞澀的人，非常反感募捐活動。在歷時兩個多月的募捐活動中，她不知吃了多少苦，挨了多少罵，受了多少氣。終于為學校募集了五萬元的款項，還討回外欠學校的死債近萬元，加上開辦學前班收費，小賣部出租收入，**上任的第一學期就為學?；I資還債10萬余元，其中還了歷年拖欠教師工資近7萬元。在**村小學任校長三年，**沒亂花學校一分錢，甚至她因公出差的車旅費，手機費，乃至學校的招待費，都是自己掏腰包。這樣廉政的校長誰不歡迎??！2004年9月23日，**被調到**橋鎮(zhèn)中心小學。那天，張校長離開時，**村小學全體師生為她送行，教師們有的悄悄流淚，有的嚎啕大哭。那一刻，足以讓**感動一生，她覺得自己的一切付出都值得。

她接手的**鎮(zhèn)中心小學是一個更爛的大攤子：負債40多萬元，現金沒有一分文。她到任的當天，就有六個債主上門討債。另外，迫在眉睫的是沒有錢交水電費，沒有錢買煤，學校就要被迫關門了！怎么辦哪？！**只好找親朋借錢為學校交了水電費，又跟煤廠老板說盡好話，為學校賒了16噸煤，以保證學校正常開門。她還得千方百計為學?；I措資金。**中心小學地處**正街，校門邊有6個門面。由于前任校長家屬占用一個最適中的門面經營，向學校交租不多，又不愿意退出門面。因此，教師意見很大，也導致生發(fā)一系列問題。**到任只幾天，就有老師問她：“你是否會像前任者一樣霸著門面不讓啊？”**明確告訴這位老師：“我不想油渣吃，不到鍋邊站！”無私就無畏，**校長大刀闊斧地對學校門面，小賣部的承包問題進行了整頓改革。這種改革涉及了經營者的利益，遇到的阻力是很大的。**多次召開行政會，行政擴大會，教師會，一次次地進行商議，最終制定了切實可行的整改措施和競標細則。又花了一個多月時間進行調研，宣傳，上門做工作。最后按競標細則進行競標。競標時，張校長讓總務主任宣讀競標細則之后，自己鄭重有力地宣布：“我簡要說三點。一，大家參與競標，是對學校工作的支持，我表示感謝！二，這次競標絕對堅持公平公正公開的陽光操作，希望大家嚴格遵守操作程序。三，這次競標只能成功，不能失??！對于任何阻礙競標順利進行的人和事，我會毫不客氣，毫不含糊，毫不留情，快刀斬亂麻地解決問題！我的講話完畢，下面開始競標?！?也許是**的三個“毫不”把個別尖子戶給震懾住了，這次競標只花了一刻鐘就大功告成，并且為學校多創(chuàng)收一萬多元，在場的老師無不拍手叫好，有的甚至豎起大拇指對**說：“你真是個有能力，有魄力的校長??！”張校長還四處求援。2004年期末，她給袁善謀區(qū)長寫了封6頁材料紙的長信，自己花了23元的特快專遞郵費發(fā)出去了。區(qū)長當天就收到了信，并調派一行人第二天就到**中心小學調研。調研情況屬實，區(qū)長隨即撥給該學校一萬元。由于**校長做到了開源節(jié)流，內挖潛力，外籌資金，因此，為**中心小學打開了全新的局面！吳老師如實說：“**調進我們學校后，我們學校出現了‘三少’現象，即上餐館吃喝現象少了，坐車出入現象少了，浪費現象幾乎沒有了?！?/p>

**總是把自己放在“一校之靈魂”的位置，對自己嚴格要求。她認為，校長的教育思想，觀念，學識，精神是辦學成功的關鍵。所以，她總是不斷地給自己充電，擠時間學習，鉆研教育理論，探討管理經驗，充實知識功底，并大膽地用于指導實踐。以教學為中心，積極改革辦學模式，管理模式和課堂教學模式，激發(fā)了教師的工作熱情和學生的學習興趣，提高了教學效率。**自己也帶頭實踐，像普通教師一樣活躍在教學一線。備，教，批，輔，查，每一個環(huán)節(jié)她都不馬虎。她在實際工作中不斷積累經驗，并將實踐升華成理論。她寫了許多論文，其中《微笑面對》和《感悟寬容》獲得國家級科教成果特等獎，并在國際核心刊物《中華教育論壇》中發(fā)表。

把關心獻給每一位老師，把愛心獻給每一位學生，是**的為人之道，為校長之道。余芳老師流產了，**代她上數學；王燕華老師生病住院了，**替她上語文；陳細先老師照顧愛人治病，**白天給她上課，晚上將幾十個作文本帶回家，一改就是三個多小時。對待學生，她常常既是先生，又是母親。她為失去母親的孩子梳過頭，縫過扣子，她多次為貧困生和單親學生捐款捐物。她走到哪里，就在哪里隨時播撒溫暖。

師生平安，學校安全是**最大的心愿。她為確保師生安全做了大量工作。除了制定一系列安全制度，責任狀外，還苦口婆心勸說教師們不要酗酒，不要酒后駕車。對學生的安全更是管理得細，管理得勤，管理得全。學生該如何注意交通安全，活動安全，著裝安全，飲食安全，就餐安全，就寢安全，上下樓梯安全等等，她都逢會必講。赤日炎炎的中午，**在河邊，水塘邊來回穿梭，防止學生玩水洗澡，防患于未然；夜深人靜時，**在學生寢室周圍徘徊，預防住讀生翻墻夜逃。小心謹慎不虧人啊，**任校長六年，學校未發(fā)生一起安全事故。

**的確是一位辛勤的園丁，她以園藝師的情懷把校園打理得文明有序，生機盎然。用她的話說就是：我們同行，一路陽光燦爛；我們同行，一路花朵鮮艷；我們同行，一路笑臉爛漫。

第二篇：小學女校長優(yōu)秀教育工作者先進事跡范文

小學女校長先進事跡 梅花 在嚴寒傲雪中綻放

xxx，xx區(qū)為數不多的年輕女校長之一，而五載二次榮立三等功，那可謂鳳毛麟角了，但更多的時候，她都視自己為普通的教育工作者，在平凡的三尺講臺，成全孩子的夢想，成就自己的教育人生。xxx校長――理治小學教壇的一枝梅花，人淡如梅，堅強如梅，給人的永遠是一種崇敬，一種震憾。

(一)她是執(zhí)著的。她的心中有一顆永不隕落的太陽――小學教育。從師范畢業(yè)分配到調至理治小學，孩子王一當就是15年。從一個春天到另一個春天，從一所學校到另一所學校，由語文教師，到大隊輔導員，到教導主任，到副校長，到輔導校長，平平凡凡的歷程，普普通通的事業(yè)，卻被她做到了極致，實現了圓滿。

那條上班路上的艱辛只有嚴校長自己知曉，乃至記憶猶新。不管是三伏盛夏，還是數九寒冬，她都是5點鐘起床，因為蹬車的汗水足夠濕透衣裳，到校洗澡換衣服成了每天的必修課。3年前送畢業(yè)班的時候，年邁的母親因胰腺炎住院治療，嚴校長的愛人工作單位又遠在如東，家里還有年幼的女兒要上學，學校的孩子要教育，千斤萬斤的擔子就這樣壓在她柔弱的肩上。

第三篇：哈佛女校長

作為哈佛大學370多年歷史上第一名非哈佛畢業(yè)生的女校長，Drew Faust 對于她的任命安之若素。這位女歷史學家在她的一生當中一直在尋求改變，而且為此不懼怕任何挑戰(zhàn)。在她九歲的時候，她就曾經給當時的美國總統(tǒng)愛森豪威爾工工整整地寫了一封信。生活在種族歧視嚴重的福吉尼亞州一個白人家庭的Faust，在信中準確地表達了自己的理念，那就是：“為什么黑人的孩子和白人的孩子，不能夠在同一個學校上學。如果有一天，我把皮膚染成黑色，我的情感沒有發(fā)生任何的改變，但是我卻注定因此不能在現在的學校上學，您不覺得這很不公平嗎？”當時，Faust寫這封信并沒有事先征求過父母的意見，所以，當她的父母收到一封來自白宮的回函時，為此深感意外，不知道究竟發(fā)生了什么事。幾十年后，當Drew Faust在艾森豪威爾總統(tǒng)的圖書館中找到自己當年寫的那封信時，也不勝感慨。

在哈佛大學上任的時候，Faust反復強調：“我是哈佛的校長，而不是哈佛的女校長?！彼那叭嗡_默斯曾任美國的財政部長，在美國的經濟界一言九鼎。但是由于他發(fā)表了女性在智力上不適合從事科學研究的言論，深深激怒了女性團體和各方人士，所以不得不黯然辭職，在這樣的背景下，Faust成為哈佛的校長，外界不免要猜疑這是否是一個“政治正確”的結果。對此，Faust早有心理準備――她確信女性不應因自己的性別受到歧視，也不需要因為自己的性別而得到某種優(yōu)待。與此同時，當她收到來自世界各個國家女孩子的信件，看到她們在信中表達了自己由于Faust的上任而深感同為女性的自豪；同時表達出因此受到鼓勵，更加有勇氣去追求自己夢想的決心時。她深深地為自己可以在女性當中有這樣的影響力，并能在社會上樹立如此正面的形象而感到安慰。

Faust認為，今天的年輕人面臨更多的就業(yè)壓力，所以在尋求高等教育的時候，往往有比較直接的職業(yè)期待和需要速成的要求。但是她仍然認為高等教育是給人的知識以及求學能力方面打下一個全面的基礎。因此，Faust希望能在未來的哈佛本科教育的改革中，始終堅持以人的全面發(fā)展為最終目的。這位致力于研究歷史的女學者，相信高等學府不僅僅要滿足社會和學生當下的要求，更應該滿足未來對于年輕人提出的要求。她最喜歡的學生是那種有好奇心的學生。因為在她看來，不斷地探究和追求真理，正是教育的真諦所在。

雖然Drew Faust前方的道路不會平坦，但是在她的心中仍然跳躍著當年那位勇于給總統(tǒng)寫信的小女孩的正直和勇氣。她說：“所謂女性的權力，并不是去控制多少的資源，而是讓人們看到如果你有夢想，是有可能去實現的。無論你是男性還是女性?！?/p>

第四篇：哈佛大學女校長畢業(yè)典禮演講全文2011

哈佛大學女校長畢業(yè)典禮演講全文（組圖）作者：涂攀

2011年5月哈佛大學迎來了第360屆畢業(yè)典禮。哈佛大學女校長福斯特（Drew Gilpin Faust，1947

年9月18日－，美國歷史學家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學歷史上第一位女校長，也是自1672年以來第一位沒有哈佛學習經歷的哈佛校長。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 Concord Academy，后就讀于位于賓州費城郊外的一所女子文理學院 Bryn Mawr College；文理學院畢業(yè)后福斯特進入賓夕法利亞大學攻讀歷史學碩士，攻讀歷史碩士學位，1975年獲得了賓大美洲文明專業(yè)的博士學位，同年起留校擔任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學，她獲任歷史學系教授。福斯特是一位研究美國南方戰(zhàn)前歷史和美國內戰(zhàn)歷史的專家，在美國內戰(zhàn)時期反映南方陣營思想的意識形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關書籍，其中最著名的一本《創(chuàng)造之母：美國內戰(zhàn)南方蓄奴州婦女》在1997年獲得美國歷史學會美國題材非小說類最佳著作獎。

2001年，福斯特進入哈佛大學，并擔任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長，該學院的前身是拉德克利夫學院。2007年就任哈佛大學校長。

2011年福斯特就任哈佛大學校長屆滿四年，四年也是本科生完成學業(yè)的時間跨度，所以Class of 2011對于福斯特來說，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，同時對美國教育的未來發(fā)展提出了自己的觀點，其中多次提到中國的教育發(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-英語詞典的阿拉伯學生）

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.互聯網界的讀者文摘

第五篇：哈佛大學女校長畢業(yè)典禮演講全文

哈佛大學女校長畢業(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月哈佛大學迎來了第360屆畢業(yè)典禮。哈佛大學女校長福斯特（Drew Gilpin Faust，1947年9月18日－，美國歷史學家）在畢業(yè)典禮上發(fā)表了演講。福斯特是哈佛大學歷史上第一位女校長，也是自1672年以來第一位沒有哈佛學習經歷的哈佛校長。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 Concord Academy，后就讀于位于賓州費城郊外的一所女子文理學院 Bryn Mawr College；文理學院畢業(yè)后福斯特進入賓夕法利亞大學攻讀歷史學碩士，攻讀歷史碩士學位，1975年獲得了賓大美洲文明專業(yè)的博士學位，同年起留校擔任美洲文明專業(yè)的助教授。后由于出色的研究成果和教學，她獲任歷史學系教授。福斯特是一位研究美國南方戰(zhàn)前歷史和美國內戰(zhàn)歷史的專家，在美國內戰(zhàn)時期反映南方陣營思想的意識形態(tài)和南方女性生活方面都卓有成就，并出版了5本相關書籍，其中最著名的一本《創(chuàng)造之母：美國內戰(zhàn)南方蓄奴州婦女》在1997年獲得美國歷史學會美國題材非小說類最佳著

作獎。

2001年，福斯特進入哈佛大學，并擔任拉德克里夫高等研究院（Radcliffe Institute for Advanced Study）的首任正式院長，該學院的前身是拉德克利夫學院。2007年就任哈佛大學校長。

2011年福斯特就任哈佛大學校長屆滿四年，四年也是本科生完成學業(yè)的時間跨度，所以Class of 2011對于福斯特來說，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，同時對美國教育的未來發(fā)展提出了自己的觀點，其中多次提到中國的教育發(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