哈佛大学校长德鲁福斯特在哈佛大学毕业典礼英语演讲稿Word文件下载.docx

1、Whether this is your first opportunity to be a part of these exercises or your fiftieth, it is worthtaking a minute to soak in this place—its sheltering trees, its familiar buildings, its enduringvoices. In 1936, this part of Harvard’s yard was named Tercentenary Theatre, in recognition

2、ofHarvard&s three hundredth birthday. It is a place where giants have stood, and history has beenmade. We were reminded this morning of George Washington&s adventures here. And from this stagein 1943, Winston Churchill addressed an overflow crowd that included 6,000 uniformedHarvard students heading

3、 off to war. He said he hoped the young recruits would come toregard the British soldiers and sailors they would soon fight alongside as their “brothers inarms,” and he assured the audience that “we shall never tire, nor weaken, but march withyou to establish the reign of justice and of law.” Four y

4、ears later, from this same place, George Marshall introduced a plan that aidedreconstruction across war-stricken Europe, and ended his speech by asking: “What is needed?What can best be done? What must be done?” Here, in 1998, Nelson Mandela addressed an audience of 25,000 and spoke of our sharedfut

5、ure. “The greatest single challenge facing our globalized world,” he said, “is to combat anderadicate its disparities.” Ellen Johnson Sirleaf, the first female head of state in Africa, stoodhere 13 years later and encouraged graduates to resist cynicism and to be fearless. Here, on the terrible afte

6、rnoon of September 11, 2019, we gathered under a cloudless sky toshare our sadness, our horror, and our disbelief. And here, just three years ago, we marked Harvard&s 375th anniversary dancing in the mud of atorrential downpour. Here, President Franklin Delano Roosevelt had celebrated Harvard&s thre

7、ecenturies of accomplishment in a comparably soaking rain. Here, J.K. Rowling encouraged graduates to “think themselves into other people&s places.” AndConan O&Brien told them that “every failure was freeing.” Here, honorary degrees have been presented to Carl Jung and Jean Piaget, Ellsworth Kelly a

8、ndGeorgia O&Keefe, Helen Keller and Martha Graham, Ravi Shankar and Leonard Bernstein, JoanDidion and Philip Roth, Eric Kandel and Elizabeth Blackburn, Bill Gates and Tim Berners-Lee. I remember feeling awed by that history when I spoke here at my installation as Harvard&s28th president, and when I

9、reflected on what has always seemed to me the essence of auniversity: that among society&s institutions, it is uniquely accountable to the past and to thefuture. Our accountability to the past is all around us: Behind me stands Memorial Church, amonument to Harvardians who gave their lives at the So

10、mme and Ypres and Verdun duringWorld War One. Dedicated on Armistice Day in 1932, it represents Harvard&s long tradition ofcommitment to service. In front of me is Widener Library, a gift from a bereaved mother, named in honor of her sonHarry, who perished aboard the Titanic. A library built to adva

11、nce the learning and discoveryenabled by one of the most diverse and broad collections in the world. Widener&s twelvemajestic columns safeguard texts and manuscripts&some centuries old&that are deployedevery day by scholars to help us interpret&and reinterpret&the past. But this afternoon I would li

12、ke to spend a few minutes considering our accountability to thefuture, because these obligations must be “our compass to steer by,” our common purpose andour shared commitment. What does Harvard&what do universities&owe the future?First, we owe the world answers. Discovery is at the heart of what un

13、iversities do. Universities engage faculty and studentsacross a range of disciplines in seeking solutions to problems that may have seemedunsolvable, endeavoring to answer questions that threaten to elude us. The scientific researchundertaken today at Harvard, and tomorrow by the students we educate

14、, has a capacity toimprove human lives in ways virtually unimaginable even a generation ago. In this past yearalone, Harvard researchers have solved riddles related to the treatment of Alzheimer&s, thecost-effective production of malaria vaccine, and the origins of the universe. Harvardresearchers h

15、ave proposed answers to challenges as varied as nuclear proliferation, Americancompetitiveness, and governance of the Internet. We must continue to support our answer-seekers, who work at the crossroads of thetheoretical and the applied, at the nexus of research, public policy, and entrepreneurship.

16、Together, they will shape our future and enhance our understanding of the world. Second, we owe the world questions. Just as questions yield answers, answers yield questions. Human beings may long forcertainty, but, as Oliver Wendell Holmes put it, “certainty generally is illusion, and repose isnot

17、the destiny of man.” Universities produce knowledge. They must also produce doubt. Thepursuit of truth is restless. We search for answers not by following prescribed paths, but byfinding the right questions&by answering one question with another question, by nurturing astate of mind that is flexible

18、 and alert, dissatisfied and imaginative. It is what universitiesare designed to do. In an essay in Harvard Magazine, one of today&s graduates, CheroneDuggan, wrote about seeking what she called “an education of questions.” I hope we haveindeed given her that. Questions are the foundation for progre

19、ss&for ensuring that the world transcends where weare now, what we know now. And questions are also the foundation for a third obligation that we as universities owe thefuture: we owe the future meaning. Universities must nurture the ability to interpret, to make critical judgments, to dare to askth

20、e biggest questions, the ones that reach well beyond the immediate and the instrumental.We must stimulate the appetite for curiosity. We find many of these questions in the humanities: What is good? What is just? How do weknow what is true? But we find them in the sciences as well. Can there be any

21、question moreprofound, more fundamental than to ask about the origins of the universe? How did we gethere?Questions like these can be unsettling, and they can make universities unsettling places. Butthat too is an essential part of what we owe the future&the promise to combatcomplacency, to challeng

22、e the present in order to prepare for what is to come. To shape thepresent in service of an uncertain and yet impatient future. We owe the future answers. We owe the future questions. We owe the future meaning. TheHarvard Campaign, launched last September, will help us fulfill these obligations, and

23、 pay ourdebt to the future, just as the gifts of previous generations anchor us here today. As today&s ceremonies so powerfully remind us, we also owe the future the men and women whoare prepared to ask questions and seek answers and search for meaning for decades to come.Today we send some 6,500 gr

24、aduates into the world, to be teachers and lawyers, scientists andphysicians, poets and planners and public servants, and&as our speaker this morning remindedus&to be in their own ways revolutionaries. Ready to take on everything from water scarcity tovirtual currency to community policing. We must

25、continue to invest in financial aid to attractand support the talented students who can build our future, and also we must invest insupporting the teaching and learning that ensures the fullest development of their capacities ina rapidly changing world. If we fulfill our obligation, today&s graduate

26、s will have found the “education of questions”Cherone described, a place where, as she put it, “ceilings are only made of sky.” But look aroundyou: we are there. This space is a “theatre” without walls, without a roof, and without limits. Itis a place where extraordinary individuals have preceded us, a place that must encourage ourgraduates&of today and all the years past&to emulate those women and men, to look skywardand to soar. Thank you very much.