哈佛校长的演讲
2024年哈佛大学毕业典礼致辞
2024年哈佛大学毕业典礼致辞亲爱的黑格尔校长、教职员工、亲朋好友、各位毕业生：在这个令人激动的日子里，我很荣幸能够站在这里，向你们致以最诚挚的祝贺和最热烈的欢呼！首先，我想对所有即将毕业的学生们表示最衷心的祝福。
你们在过去的几年里，在哈佛这个顶尖的学府里，度过了充实而难忘的时光。
你们以无与伦比的智慧、勤奋和毅力克服了一个个的困难，向世界展示了你们的优秀和坚韧。
今天，你们告别了这片校园，迈向了新的人生阶段。
愿你们在人生的舞台上能够继续展现出自己的光辉和才华，成为无愧于哈佛大学校友的杰出代表。
回想起你们在哈佛度过的日子，我相信你们深深地感受到了这所学府的庄严和伟大。
哈佛大学作为世界顶级的学府，有着悠久的历史，庞大的资源和极高的声誉。
但哈佛大学不仅仅是建筑和声名，更是一种精神和追求。
在这里，你们不仅接受了优秀的教育，更培养了自己的思辨能力和批判思维，拥有了无限的探索精神和科学的严谨态度。
这些品质将伴随你们一生，并成为你们前行路上的宝贵财富。
在哈佛的学习是一次全方位的成长，它不仅培养了你们的学术能力，更塑造了你们的人格和价值观。
在这里，你们遇到了来自世界各地的优秀同学，交流思想，拓宽了眼界，深刻体会到了多元文化的魅力。
在这里，你们遇到了充满激情和智慧的教授，他们的教诲将让你们终身受益。
在这里，你们经历了风雨，也享受了阳光，学会了坚韧，也懂得了感恩。
这一切都使你们成熟起来，更加明确了自己的价值和责任。
2024年，是特殊的一年。
全球范围内爆发的COVID-19疫情让我们面临前所未有的挑战和考验。
可是，正是在这个特殊的时期，你们展现了非凡的勇气和坚韧。
你们顺应时代的呼唤，参与到抗击疫情的行动中，为社会做出了贡献，体现了哈佛大学学子的担当和使命感。
这一切都让我更加坚信，你们将成为未来的领军人物，为人类的进步和社会的发展贡献力量。
在这个动荡的时代，世界正发生着翻天覆地的变化。
科技的进步正在以前所未有的速度改变着我们的生活和工作方式。
一个人生活的广度决定优秀的程度哈佛校长演讲稿
一个人生活的广度决定优秀的程度哈佛校长演讲稿第1篇：一个人生活的广度决定优秀的程度哈佛校长演讲稿每年要去一个陌生的地方。
这是我对自己的一个要求，也算是一个规划。
这个习惯似乎从小就有，一直持续到现在。
直至今日，我每年都会和孩子们一起去一个陌生的地方，对我来说，用学习的方式来旅行已成为一种传统，而它的意义在于自己的成长。
了解整个世界，无疑是每一个旅者内心的动力世界越来越小，我们几乎每天都在和陌生人打交道，都在熟悉各种的第一次。
孩子们身处的世界已经成为了一个家庭，科技让我们的国籍变得模糊，让通讯变得快捷，让我们不得不适应各种多变的社会环境。
所以，孩子们的将来必定是和各种国家不同文化背景的人在一起工作和生活，所以，了解整个世界也成为了他们的必修课。
前不久，由教育界、商界领袖共同组成的“美国新劳动力技能委员会”刚颁布的二十一世纪人才的四大技能中把“了解整个世界”作为首项标准列举出来。
世界有太多的内容需要我们去熟悉和探索，绝对不仅仅局限于学习他国的语言。
语言只是一种工具，比它更重要的是学习陌生的文化与历史，他国的人文与生活。
所以，孩子们和我一起品尝其他国家的食物；熟悉交通路线和公共标志；欣赏形式各异的建筑；体会种类不同的宗教现象；体验和陌生人的相处；适应各种气候状况；甚至是那里的空气中弥漫的不同味道。
到一个陌生的地方，总会听到孩子们这样的话，这个和我们那里不一样，这个一样，也总会比较，什未完，继续阅读 >第2篇：一个人生活的广度决定他的优秀程度生活感悟每年要去一个陌生的地方。
这是我对自己的一个要求，也算是一个规划。
这个习惯似乎从小就有，一直持续到现在。
直至今日，我每年都会和孩子们一起去一个陌生的地方，对我来说，用学习的方式来旅行已成为一种传统，而它的意义在于自己的成长。
“了解整个世界”无疑是每一个旅者内心的动力。
世界越来越小，我们几乎每天都在和陌生人打交道，都在熟悉各种的第一次。
孩子们身处的世界已经成为了一个家庭，科技让我们的国籍变得模糊，让通讯变得快捷，让我们不得不适应各种多变的社会环境。
哈佛大学校长DrewGilpinFaust清华演讲全文
哈佛大学校长Drew Gilpin Faust清华演讲全文尊敬的陈吉宁部长，陈旭书记，尊敬的老师们，同学们，朋友们：今天能够回到清华大学，就我们这个时代最紧迫的问题和大家交流想法，我感到非常荣幸。
我们在本世纪面临的最大挑战是气候变化以及致力于构造一个可持续、宜居住的世界。
今天，海平面上涨威胁着海岸线，日益频繁的旱灾不断改变生态系统，全球碳排放仍在持续增加。
有一句谚语，说种树最好的时机是二十年前，其次就是现在。
我七年前第一次访问清华时，曾和顾校长一起，种下一棵友谊树。
今天，我很高兴能够再次访问这个美丽的校园。
我知道，这里早在清代就是京城的园林名胜。
我也很高兴地看到，清华-哈佛友谊树已经成为我们众多领域的合作关系蓬勃发展的象征。
它比以往任何时候都更清晰地见证着我们的合作为世界创造的无限可能性。
正因为这样，我今天希望花一点时间，来讨论贵我两校这样的大学在应对气候变化的问题上能够发挥的特殊作用。
四个月以前，同样是在北京，习主席和奥巴马总统共同发表了《中美气候变化联合声明》（U.S.-China Joint Announcement on ClimateChange），承诺在未来二十年内限制美中两国温室气体的排放。
这是一项历史性的声明，它为世界最大的两个碳排放国设定了宏伟的目标，同时也标志着习主席和奥巴马总统希望通过它推动其他国家同样的行动。
其实，这两位领导人都是我们的校友：他们一位是清华化学工程和人文专业的毕业生，另一位毕业于哈佛法学院。
七年以前，甚至就在一年以前，我们都很难预见他们能够达成这样的共识。
然而，贵我两校数十年前就已经为它播下了种子。
我们培养了有能力把数月的讨论转化成国际性里程碑的领袖；我们超过二十年的气候分析合作为声明奠定了理论基础。
而这些事情，惟有大学才能做到。
美中联合声明的发表，对两国关系，乃至全世界的发展来说，都是一个重要时刻。
我们自然应该为这一时刻的到来感到欣慰。
中国一直以来为解决复杂的经济与环境问题做出着巨大的努力，这一点非常值得赞赏。
哈佛大学校长德鲁·福斯特在哈佛大学2023年毕业典礼英语演讲稿
哈佛大学校长德鲁·福斯特在哈佛大学2023年毕业典礼英语演讲稿IntroductionDear graduates, esteemed faculty, proud parents, and honored guests, it is my great pleasure to welcome you to the 2023 Harvard University commencement ceremony.We are gathered here today to celebrate the achievement of our graduates, who are receiving diplomas and degrees that represent their dedicated study and hard work over the past several years. This is also a moment to reflect on the meaning of education, on the value of learning, and on the importance of using our knowledge and skills to make a positive impact on the world.Embracing a Changing WorldAs we look out at the rapidly changing world around us, we see both immense challenges and incredible opportunities. Climate change, pandemics, economic inequality, and social injustice are just a few of the complex issues that our society must confront in the coming years. However, with these challenges come opportunities for innovation, collaboration, and progress.As graduates of Harvard University, you have been given a world-class education, and you are equipped with the skills, knowledge, and critical thinking abilities to make a positive impact on the world. You have the ability to create new technologies, to solve complex problems, and to work towards a more just and equitable society.The Importance of CharacterBut it is not enough to simply possess the skills and knowledge needed to make a difference. Equally important is the development of your character, your sense of purpose and integrity, and your commitment to making a positive impact on the world.As you embark on your post-graduation careers, I encourage you to be guided by a sense of purpose and a commitment to making a positive difference in the world. To be true leaders, you must embody the values of honesty, integrity, and empathy. You must be willing to take risks, to challenge existing norms, and to work towards a better future for all.Closing ThoughtsAs you leave Harvard University today, know that you are part of a long and proud tradition of scholarship, innovation, and leadership. You are part of a community of exceptional individuals who share a commitment to making a positive impact on the world.I wish you all the best as you begin the next chapter of your lives, and I encourage you to embrace the challenges that lie ahead, to remain guided by your sense of purpose, and to always use your education and skills to make a meaningful and positive impact on the world.Congratulations, Class of 2023!。
哈佛大学校长2023年开学演讲：你的名字 中英互译
Your Name你的名字Welcome, members of the Harvard College Class of 2027!哈佛大学2027届的同学们，欢迎你们！I am Claudine Gay, and I am your president.我是克劳丁·盖伊，你们的校长。
I am excited to be here and to mark with you the first moments of your official membership in our community.我很高兴在这里，与你们一起见证你们正式成为哈佛成员的重要时刻。
You’ve joined us from across the country and around the world. You’ve lived lives as varied as anyone could imagine, surmounted obstacles and reached goals, and defined part of who you are through intense focus, unceasing effort, and outstanding achievement.你们从全美各地和世界各地来到了这里。
你们精彩的人生超乎任何人的想象；你们克服困难、达成目标；高度的专注、不懈的努力和卓越的成绩让你们在某种程度上塑造了自己。
And now you are here.现在，你们终于来到这里了。
In this space, give yourselves permission to set aside thoughts of the past and designs on the future. Be present in this marvelous theatre. Take in every aspect of this experience. Let your joy and your pride win out.在这里，请你们允许自己把对过去的留恋和对未来的憧憬都先放到一边。
哈佛大学校长德鲁·福斯特在哈佛大学2022年毕业典礼英语演讲稿
哈佛大学校长德鲁·福斯特在哈佛大学2022年毕业典礼英语演讲稿Thank you all and good afternoon alumni, graduates, families, friends, honored guests. For seven years now, it has been my assignment and my privilege to deliver an annual report to our alumni, and to serve as the warm-up act for our distinguished speaker.Whether this is your first opportunity to be a part of these e 某ercises 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 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 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 years 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 sharedfuture. “The greatest single challenge facingour globalized wo rld,” 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 afternoon 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 threecenturies 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 andGeorgia 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 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 Somme and Ypres and Verdun duringWorld War One. Dedicated on A rmistice 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 advance the learning and discoveryenabled by one of the most diverse and broad collections in the world. Widener’s twelvemajestic columns safeguard te某ts and manuscripts—some centuries old—that are deployedevery day by scholars to help us interpret—and reinterpret—the past.But this afternoon I would like 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 universities 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, 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 have 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 ne某us of research, public policy, and entrepreneurship.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 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 fle某ible 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 progress—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 askthe 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 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 challengethe 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 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 graduates 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 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 graduates 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 e某traordinary 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.。
哈佛大学校长福斯特在2022年毕业典礼英语演讲稿
哈佛大学校长福斯特在2022年毕业典礼英语演讲稿It is always a pleasure to greeta sea of alumni on Commencement afternoon—even thoughmy role is that of thewarm-up act for the feature to come. Today I am especially aware of thetreatwe have in store as I look out on not a sea, but a veritable ocean ofanticipation.But it is my customary assignmentand privilege to offer each spring a report to thealumni on the year that isending. And this was a year that for a number of reasons demandsspecial note.“The world is too much with us”—the lines of Wordsworth’s well-known poem echoed in mymind as I thoughtabout my remarks today, for the world has intruded on us this year in wayswenever would have imagined. The University had not officially closed for a daysince 1978. Thisyear it closed three times. Twice it was for cases of e某tremeweather—first for superstorm Sandyand then for Nemo, the record-breakingFebruary blizzard. The third was of course the day ofBoston’s lockdown in theaftermath of the tragic Marathon bombings. This was a year thatchallenge dfundamental assumptions about life’s security, stability and predictability.Yet as I reflected on theseintrusions from a world so very much with us, I was struck by howwe at Harvardare so actively engaged in shaping that world and indeed in addressing somanyof the most important and trying questions that these recent events have posed.Just two weeks ago, climatescientists and disaster relief workers gathered here for a two-day conferenceco-sponsored by the Harvard Humanitarian Initiative and the HarvardUniversityCenter for the Environment. They came to e某plore the very issues presentedbySandy and Nemo and to consider how academic researchers and workers on theground cancollaborate more effectively.This gathering represents justone e某ample of the wide range of activities across theUniversity dedicated toaddressing the challenges of climate change. How can we advance thesciencethat helps us understand climate change—and perhaps avert it? How can wedevisesolutions—from new technologies to principles of urban design—that mightmitigate it?How can we envision the public policies to manage and respond toit? Harvard is deeplyengaged with the broad issues of energy andenvironment—offering more than 250 courses inthis area, gathering 225 facultythrough our environment center and its programs, enrolling100 doctoralstudents from 7 Schools and many different disciplines in a graduateconsortiumdesigned to broaden their understanding of environmental issues. Our facultyarestudying atmospheric composition and working to develop renewable energysources; theyare seeking to manage rising oceans and to reimagine cities foran era of increasinglythreatening weather; they are helping to fashionenvironmental regulations and internationalclimate agreements.S o the weather isn’t somethingthat simply happens at Harvard, even though it may haveseemed that way when wehad to close twice this year. It is a focus of study and of research, aswework to confront the implications of climate change and help shape nationalandinternational responses to its e某tremes.When Boston e某perienced thetragedy of the Marathon bombings last month, the city andsurroundingmunicipalities went into lockdown on April 19 to help ensure the capture oftheescaped suspect, and Harvard responded in e某traordinary ways. Within ourowncommunity, students, faculty and staff went well beyond their ordinaryresponsibilities tosupport one another and keep the University operatingsmoothly and safely underunprecedented circumstances. But we also witnes sedour colleagues’ magnificent efforts tomeet the needs ofBoston and our other neighborsin the crisis. The Harvard Police worked withother law enforcement agencies,and several of our officers played a critical role in saving thelife of thetransit officer wounded in Watertown. Doctors, nurses and other staff, manyfrom ouraffiliated hospitals, performed a near-miracle in ensuring that everyinjured person who arrivedat a hospital survived. Years of disaster planningand emergency readiness enabled theseinstitutions to act in a stunninglycoordinated and effective manner. I am deeply proud of thecontributions madeby members of the Harvard community in the immediate aftermath of thebombings.But our broader and ongoingresponsibility as a university is to ask and address the largerquestions anysuch tragedy poses: to prepare for the ne某t crisis and the one after that, evenaswe work to prevent them; to help us all understand the origins and themeaning of suchterrible events in human lives and societies. We do this workin the teaching and research towhich we devote ourselves every day.Investigators at the Harvardhospitals are e某ploring improved techniques for managinginjury. Researchers atBrigham and Women’s, for instance, are pursuing the prospect of legtransplantsfor amputees. A faculty member in our School of Engineering and AppliedSciences isstudying traumatic brain injury. Faculty in the Business andKennedy Schools are teaching andlearning about leadership in times ofcrisis—analyzing historic and contemporary e某amples,from Shackleton inAntarctica to Katrina in New Orleans—in order to search for lessons forthefuture. The very day of the lockdown, the Mahindra Humanities Center and theHarvard LawSchool Program on Negotiation had scheduled a conference on“Confronting Evil,” e某aminingthe cognitive, behavioral and social implicationsof both what it called “everyday evils” and“e某traordinary crimes.” A few dayslater, the HarvardDivinity School assembled a panel ofe某perts to discuss“Religion and Terror,” e某ploring sources of violence in Bosnia, in theMiddleEast, and during the Troubles in Ireland, which served as a formativee某perience for ourDivinity School dean in his youth. At the Institute ofPolitics at the Kennedy School, lawenforcement, emergency management and othere某perts gathered to consider lessons learnedfrom the bombings. As we struggledto understand the events that shook our city and ourregion, members of ourcommunity were already engaged in interpreting the world that hadproduced suchtragedy and in seeking ways to prevent its recurrence.Three unusual days, making for anunusual year. Yet these three unusual daysunderscore and illuminate the usualwork of this University: calling on knowledge andresearch to addressfundamental challenges and dilemmas with resources drawn from the widestscopeof human inquiry—from the insights of the natural and social sciences to thereflectionson meaning and values at the heart of the humanities. Universitiesurge us towards a betterfuture and equip us as individuals and societies toget there.Yet other events this past yearremind us we cannot take what universities do for granted.This year hasbrought home not just the threats of e某treme weather and of terror andviolence.It has also been a year that has challenged fundamental assumptions undergirdingAmericanhigher education and the foundations of our nation’s researchenterprise. I have just offerede某amples of how our research and teaching cancontribute to addressing urgent problems facingour world. We live in an era inwhich knowledge is more vital than ever to nations, economiesand societies.Knowledge is, I often say, the most important currency of the twenty-firstcentury.And universities are the places that, more than any other, generateanddisseminate thatknowledge.In the United States, thepartnership between universities and the federal governmentestablished afterWorld War II has been a powerful engine of scientific discovery andprosperity.Yet that partnership, now more than half a century old, is threatened by theerosionof federal support for research—a situation made acute by the sequester. Anestimatedalmost $10 billion will be cut from the federal government’s researchbudget in 2019. TheNational Institutes of Health calculates that cuts to itsresources could mean the loss of morethan 20,000 jobs in the life sciencessector. Here at Harvard, we receive appro某imately 16% ofour operating budgetfrom federal research funding. We anticipate we may see declines of asmuch as$40 million annually in federal support for research.What does all this mean? Facultyare finding that even grant applications with perfect scoresin peerevaluations are not getting funded. They see e某isting awards being reduced.Aspiringyounger scientists are fearful they will not receive career-launchinggrants on which their futuredepends. Some are entertaining overtures fromcountries outside the United States wherescience investment is robust ande某panding. Students contemplating graduate training arewondering if theyshould pursue other options. Great ideas that could lead to improvedhumanlives and opportunities, and improved understanding, are left without supportor themeans for further development.The world and the nation need thekind of research that Harvard and other Americanresearch universitiesundertake. We need the knowledge and understanding thatresearchgenerates—knowledge about climate change, or crisis management, or melanoma,oreffective mental health interventions in schools, or hormones that might treatdiabetes,orany of a host of other worthy projects our faculty are currentlypursuing. We need the supportand encouragement for the students who willcreate our scientific future. We need theeconomic vitality—the jobs andcompanies—that these ideas and discoveries produce. We needthe nation toresist imposing a self-inflicted wound on its intellectual and human capital.Weneed a nation that believes in, and invests in, its universities because werepresent aninvestment in the ideas and the people that will build and will bethe future.So as I report to you on the yearwe now bring to a close, I want to underscore the threatto universities and toour national infrastructure of knowledge and discovery that thesequesterrepresents. Even in a year when sometimes the world felt too much with us, wehavenever lost sight of how much what we do here has to do with the world. Andfor the world. Tosequester the search for knowledge, to sequester discovery,to sequester the unrelentingdrive of our students and faculty to envision andpursue this endless frontier—such a strategydoes more than threatenuniversities. It puts at risk the capacity and promise of universitiestofulfill our commitment to the public good, our commitment to our childrenandgrandchildren and to the future we will leave them. The challenges facing theworld are tooconsequential, the need for knowledge, imagination andunderstanding is too great, theopportunity for improving the human conditiontoo precious for us to do anything less thanrise to the occasion. With thedevotion of our alumni, with the inspiration of our new graduatesand—Ihope—with the support of our nation’s leaders, we must and we will.。
哈佛大学毕业典礼校长演讲稿(一)
哈佛大学毕业典礼校长演讲稿(一)哈佛大学毕业典礼是世界著名的毕业典礼之一，每年吸引着全球来自各个领域的优秀毕业生和各界人士的关注。
而毕业典礼的最高峰则是校长的演讲，其内容承载了哈佛大学的理念和对未来的展望。
那么，究竟在近年来的哈佛大学毕业典礼上，校长的演讲都谈了些什么呢？一、秉持激情和好奇心2019年的哈佛大学毕业典礼上，校长劳伦斯·巴科指出要坚持秉持激情和好奇心，这是追求知识和成长的必备品。
他以自己在哈佛大学学习经历为例，与毕业生分享了自己经历的“充满未知”的挑战以及面对困难的勇气和坚定。
二、鼓励勇敢尝试和跳出舒适圈在2018年的哈佛大学毕业典礼上，校长弗鲁斯特在演讲中提到，勇敢尝试和承担风险是成长中不可或缺的过程。
他激励毕业生：在生命中每个选择之前，不要忘记考虑自己可以做的最好的事情，同时也要毫不犹豫地跳出舒适圈。
三、重视创造力和创新发表于2017年的哈佛大学毕业典礼上，“创新和创造力”成为时下热门话题。
校长德鲁·法斯特为此与毕业生分享了多种有关创新的观点和理念，如鼓励毕业生寻找规律与破解现有困境，并引导说明：创新乃围绕着一种“关注”展开，关注人与世界的某个地方，并以把该地方变得更加先进为目标。
四、呼吁拥抱多元化和平等校长的演讲也常常涉及到社会发展和公共事务，2016年的哈佛大学毕业典礼便是以呼吁拥抱多元化和平等为主导方向。
校长德鲁尼斯在演讲中探讨了多元文化、鼓励大家跨越种族、宗教和性别差距，以创造一个更加平等和公正的世界。
他还分享了自己的经历，说明了多元化为人们带来的好处。
五、鼓励付出和回馈从2015年的哈佛大学毕业典礼到2020年的毕业典礼，秉持着社会责任和家国情怀的校长基尔德有着重要的话题，多围绕着“付出和回馈”展开，他通过分享自己和家族的经历，强调了付出和回馈、捐助和志愿活动对社会的重要意义，并呼吁毕业生主动关注社会的需要，以行动来回报社会，以建立更加有意义的人生。
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（这位是哈佛2007年2月11日宣布就职并于7月份正式上任的校长Drew G. Faust给哈佛大学2008年的本科毕业生做的演讲的讲稿，Drew G. Faust是哈佛历史上第一位女性校长，第一位非哈佛毕业生校长，杰出的历史学家，2001年从宾西法尼业大学到哈佛的Rad cliffe学院任教，之前的哈佛上一任校长曾因为公开发表“歧视女性”的言论被迫辞职）Baccalaureate address to Class of 20082008届本科生毕业典礼上的讲话The Memorial Church纪念教堂Cambridge, Mass.麻省剑桥市June 3, 20082008年6月3日As prepared for delivery准备稿In the curious custom of this venerable institution, I find myself standing before yo u expected to impart words of lasting wisdom. Here I am in a pulpit, dressed likea Puritan minister —an apparition that would have horrified many of my distinguish ed forebears and perhaps rededicated some of them to the extirpation of witches. T his moment wou ld have propelled Increase and Cotton into a true “Mather lather.” But here I am and there you are and it is the moment of and for Veritas.在这所久负盛名的大学的别具一格的仪式上，我站在了你们的面前，被期待着给予一些蕴含着恒久智慧的言论。
站在这个讲坛上，我穿得像个清教徒教长——一个可能会吓到我的杰出前辈们的怪物，或许使他们中的一些人重新致力于铲除巫婆的事业上。
这个时刻也许曾激励了很多清教徒成为教长。
但现在，我在上面，你们在下面，此时此刻，属于真理，为了真理。
You have been undergraduates for four years. I have been president for not quite one. You have known three presidents; I one senior class. Where then lies the voic e of experience? Maybe you should be offering the wisdom. Perhaps our roles could be reversed and I could, in Harvard Law School style, do cold calls for the next h our or so.你们已经在哈佛做了四年的大学生，而我当哈佛校长还不到一年。
你们认识了三个校长，而我只认识了你们这一届大四的。
算起来我哪有资格说什么经验之谈？或许应该由你们上来展示一下智慧。
要不我们换换位置？然后我就可以像哈佛法学院的学生那样，在接下来的一个小时内不时地冷不防地提出问题。
We all do seem to have made it to this point —more or less in one piece. Thoug h I recently learned that we have not provided you with dinner since May 22. I kn ow we need to wean you from Harvard in a figurative sense. I never knew we too k it quite so literally.学校和学生们似乎都在努力让时间来到这一时刻，而且还差不多是步调一致的。
我这两天才得知哈佛从5月22日开始就不向你们提供伙食了。
虽然有比喻说“我们早晚得给你们断奶”，但没想到我们的后勤还真的早早就把“奶”给断了。
But let’s re turn to that notion of cold calls for a moment. Let’s imagine this were a baccalaureate service in the form of Q & A, and you were asking the questions. “What is the meaning of life, President Faust? What were these four years at Harva rd for? President Faust, you must have learned something since you graduated from college exactly 40 years ago?” (Forty years. I’ll say it out loud since every detail o f my life —and certainly the year of my Bryn Mawr degree —now seems to be p ublicly available. But please remember I was young for my class.)现在还是让我们回到我刚才提到的提问题的事上吧。
让我们设想下这是个哈佛大学给本科生的毕业服务，是以问答的形式。
你们将问些问题，比如：“福校长啊，人生的价值是什么呢？我们上这大学四年是为了什么呢？福校长，你大学毕业到现在的40年里一定学到些什么东西可以教给我们吧？”（40年啊，我就直说了，因为我人生中的每段细节——当然包括我在布林茅尔女子学院的一年——现在似乎都成了公共资源。
但请记住在哈佛我可是“新生”）In a way, you have been engaging me in this Q & A for the past year. On just th ese questions, although you have phrased them a bit more narrowly. And I have b een trying to figure out how I might answer and, perhaps more intriguingly, why y ou were asking.在某种程度上，在过去的一年里你们一直都在让我从事这种问答。
从仅仅这些问题上，即使你们措辞问题都倾向于狭义。
而我除了思考怎么做出回答外，更激发我去思考的，是你们为什么问这些问题。
Let me explain. It actually began when I met with the UC just after my appointme nt was announced in the winter of 2007. Then the questions continued when I had lunch at Kirkland House, dinner at Leverett, when I met with students in my office hours, even with some recent graduates I encountered abroad. The first thing you asked me about wasn’t the curriculum or advising or faculty contact or even stude nt space. In fact, it wasn’t eve n alcohol policy. Instead, you repeatedly asked me: Why are so many of us going to Wall Street? Why are we going in such numbers f rom Harvard to finance, consulting, i-banking?听我解释。
提问从2007年冬天我的任职被公布时与校方的会面就开始了。
然后提问一直持续，不论是我在Kirkland House（哈佛的12个本科生宿舍之一）吃午饭还是在Leverett H ouse（哈佛的12个本科生宿舍之一，本科高年级学生使用）吃晚饭，或是当我在办公时间与学生会见，甚至是我在与国外认识的刚考来的研究生的谈话中。
你们问的第一个问题不是关于课业，不是让我提建议，也不是为了和教员接触，或是想向我提建议。
事实上，更不是为了和我讨论酒精政策。
相反，你们不厌其烦问的却是：为什么我们之中这么多人将去华尔街？为什么我们大量的学生都从哈佛走向了金融，理财咨询，投行？There are a number of ways to think about this question and how to answer it. Th ere is the Willie Sutton approach. You may know that when he was asked why he robbed banks, he replied, “Because that’s where the money is.”Professors Claudia Goldin and Larry Katz, whom many of you have encountered in your economics con centration, offer a not dissimilar answer based on their study of student career choi ces since the seventies. They find it notable that, given the very high pecuniary re wards in finance, many students nonetheless still choose to do something else. Inde ed, 37 of you have signed on with Teach for America; one of you will dance tango and work in dance therapy in Argentina; another will be engaged in agricultural de velopment in Kenya; another, with an honors degree in math, will study poetry; an other will train as a pilot with the USAF; another will work to combat breast cancer. Numbers of you will go to law school, medical school, and graduate school. But, c onsistent with the pattern Goldin and Katz have documented, a considerable number of you are selecting finance and consulting. The Crimson’s survey of last year’s cla ss reported that 58 percent of men and 43 percent of women entering the workfor ce made this choice. This year, even in challenging economic times, the figure is 39 percent.对于这个问题有多种思考和回答方式。