2017年哈佛校长福斯特哈佛大学毕业典礼演讲 0627
哈佛校长福斯特2017年哈佛大学毕业典礼演讲Address by President Drew Faust at Harvard University CommencementTercentenary Theatre, Harvard University, Cambridge, Mass.May 25, 2017哈佛大学背景补充：Harvard University is devoted to excellence in致力于在....领域追求卓越teaching, learning, and research, and to developing leaders 培养领袖in many disciplines who make a difference globally享誉世界.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在校学生多达over 20,000 degree candidates, including undergraduate, graduate, and professional students. Harvard has more than 360,000 alumni around the world.哈佛校长演讲全文如下：Good afternoon. My remarks at this moment in our Commencement rituals毕业典礼仪式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罗琳. I looked out on a sea of许多；人山人海eager children, costumed Dumbledores（阿不思·邓布利多是哈利波特系列丛书中的人物，他是霍格沃茨魔法学校校长，被公认为是当代最伟大的巫师。
）, and Quidditchbrooms (魁地奇扫帚，魁地奇是电影《哈利波特》中的一种对抗运动。
) waving impatiently in the air. Today, you await Mark Zuckerberg, whose wizardry (巫术、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激励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 争议的–of these values. It is one that has provoked debate, dissent, confrontation , and even violence on campuses across the country (可拆开翻译，处理为：激起争论、造成不满和导致对抗，甚至在全国各大校园引发暴力), 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一年级新生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不断追求真理, 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勇气与谦逊. 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 正统知识independent of facts and evidence impedes阻碍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歪理邪说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漫不经心to the power and appeal of conservative voices left much of our community astonished –blindsided 攻其不备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 defeatthem.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 outagainst 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 审查大纲; 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 不要待在舒适区; 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大胆冒险, 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.。
扎克伯格：在2017年哈佛毕业典礼上的演讲稿（全文）
扎克伯格：在2017年哈佛毕业典礼上的演讲稿（全文）在2017年哈佛毕业典礼上的演讲稿扎克伯格Faust校长，校监委员会成员们，老师、校友、朋友、自豪的家长们、管理委员会的委员们，以及全世界最伟大学校的毕业生们！今天和你们待在一起我备感荣幸，因为说实话，你们完成了一个我永远无法办到的成就。
等我做完这个演讲，这将是我第一次在哈佛大学完成的某件事。
2017的毕业班同学，祝贺你们！我本不可能是站在这里发表演讲的人，不仅仅因为我是一名辍学生，还因为其实我们是同一代人。
我作为学生走在这个校园里，也就是不过十年前的事情。
我们学习过同样的知识，同样在EC10课堂上补觉。
尽管我们通过不同的方式来到这里，尤其那些来自Quad园区的同学（The Quad以前是Radcliffe College的女生宿舍。
Radcliffe从1879至1977年是哈佛的女性学院，1977年汇入哈佛）；但今天我想和你们分享的是，我对我们这代人的一些想法，和我们正在合力建设的这个世界。
首先，过去几天令我想起很多美好的回忆。
你们当中多少人还确切记得，当初收到哈佛的录取通知邮件时在做什么？当时我正在玩《文明》游戏，然后我跑下楼，找到我的父亲，不过他的反应很奇怪，居然开始拍摄我打开邮件的过程。
那个视频可能看着挺难过吧。
但我发誓，被哈佛录取，是最令我父母为我感到骄傲的事情。
你们还记得在哈佛上的第一节课吗？我上的是计算机121，Harry Lewis老师超级棒。
当时我要迟到了，于是抓了件T恤就套在身上，结果直到下午才发现我把它前后里外都穿反了，商标都露在前胸。
然后我还纳闷怎么没人理我，除了一个人，KX Jin，他没有在意这些。
之后，我们开始组队解决难题，现在他负责Facebook很大一块业务。
这说明什么？2017的毕业生们，这说明为什么你们应该对别人友善一些。
但是我在哈佛最美好的回忆，是我遇见了Priscilla（扎克伯格妻子）。
当时我刚上线一个恶作剧网站Facemash，然后管理委员会表示“要见我”，所有人都认为我要被赶走了。
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
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（最新版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典范文，如演讲稿、祝福语、主持词、欢迎词、自我介绍、合同协议、条据书信、报告总结、工作计划、作文大全、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides you with various types of classic sample essays, such as speech drafts, blessings, host speech, welcome speech, self-introduction, contract agreement, letter of agreement, report summary, work plan, essay encyclopedia, other sample essays, etc. Want to know the format and writing of different sample essays, so staytuned!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 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 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 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 afternoon of September 11, 20XX, 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 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 advance 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—andreinterpret—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 workat the crossroads of thetheoretical and the applied, at the nexus 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 flexible 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 thefuture 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 challenge 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 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 owethe 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 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.。
大学毕业典礼英语演讲稿
大学毕业典礼英语演讲稿•相关推荐大学毕业典礼英语演讲稿演讲稿以发表意见，表达观点为主，是为演讲而事先准备好的文稿。
在学习、工作生活中，我们使用上演讲稿的情况与日俱增，相信很多朋友都对写演讲稿感到非常苦恼吧，以下是小编整理的大学毕业典礼英语演讲稿，欢迎大家借鉴与参考，希望对大家有所帮助。
大学毕业典礼英语演讲稿1Madam President Faust，members of the Harvard Corporation and the Board of Overseers，faculty，family，friends， and， most importantly， today's graduates，尊敬的Faust校长，哈佛集团的各位成员，监管理事会的各位理事，各位老师，各位家长，各位朋友，以及最重要的各位毕业生同学，Thank you for letting me share this wonderful day with you.感谢你们，让我有机会同你们一起分享这个美妙的日子。
I am not sure I can live up to the high standards of Harvard Commencement speakers. Lastyear，J.K. Rowling，the billionaire novelist， who started as a classics student， graced thispodium. The year before， Bill Gates， the mega-billionaire philanthropist and computer nerdstood here. Today，sadly，you have me. I am not wealthy， but at least I am a nerd.我不太肯定，自己够得上哈佛大学毕业典礼演讲人这样的殊荣。
哈佛大学校长德鲁福斯特毕业演讲稿
哈佛大学校长德鲁福斯特毕业演讲稿尊敬的毕业生们，家长们，老师们，各位来宾：我很高兴能与这些值得尊敬的人们一同分享这个特殊而不平凡的时刻，这一时刻标志着你们的一个巨大的成就，无论你们现在转向什么领域，你们都有着无限的潜力和能力去实现自己的理想和抱负。
在你们的这个新的旅程开始之前，我想听一听我的一些建议，这些建议也适用于任何一个人的人生旅程。
我的经验告诉我这些是至关重要的。
首先，不要让那些小事毁了你的一生。
年轻人们往往容易陷入琐碎的细节中，但是，事实上，我们每个人的人生都是充满了各种大小不一的挑战和机遇，而每一个挑战和机遇都有潜力去塑造我们成为今天的自己。
所以，我们需要学会放下那些让我们分心的琐碎小事，关注那些真正重要的事情。
其次，要勇敢。
勇敢地探索新的领域，尝试新的体验，勇敢地解决你们未来面临的困难和挑战。
因为只有挑战自我的行为才会让我们成长，拥有勇气并是敢于追求梦想的关键，只有这样，我们才能成为一个更优秀、更强大的人。
不要害怕失败，只要还有机会和时间，就会有进步和成长的可能。
第三，不要忘记感恩。
毕业典礼是一个温馨和感恩的时刻，无论是向你们的家人、老师或是同学，我们都应该感恩他们的支持和帮助。
在你们的未来人生路上，也别忘了感恩来自不同领域的人们、各个阶层的人们的奉献和支持。
因为我们的成功离不开所有那些支持我们的人，而有感恩的情感和态度，会让我们更快的成长和更多的创造出更好的未来。
另外，我们还需要学会进一步推动自己。
每个人都有自己的优点和劣势，在人生的旅程中，我们需要学会认识自己，了解自己的潜力和局限性。
但是，局限性并不意味着无法突破，我们每个人都有学习和探索新领域的潜力，只要我们不断地推动和挑战自己，就能不断地拓展自己的局限性，创造更多可能。
最后，我想给大家一个最重要的忠告：人生是有意义的。
无论你的追求是什么，无论你的梦想是什么，无论你的目标是什么，我们都应该始终牢记人生的最终目标是什么，我们不仅是为了自己而存在，同时也是要为这个社会、为这个国家、为整个人类做一些有力的贡献。
哈佛大学校长的告别演讲(中英对照)
Good bye and good luck!by Lawrence H. Summers, President of Harvard University再见，好运！哈佛大学校长劳伦斯萨默斯Today, I speak from this podium a final time as your president. As I depart, I want to thank all of you - students, faculty, alumni and staff - with whom I have been privileged to work over these past years. Some of us have had our disagreements, but I know that which unites us transcends that which divides us.I leave with a full heart, grateful for the opportunity I have had to lead this remarkable institution.今天，我将以校长的身份，最后一次在这个讲台上演讲。
即将离任前，我要感谢诸位学生、教师、校友和员工，而且非常荣幸在过去的5年里能与你们共事。
我们中的一些人意见不尽相同，但是，我知道，我们的共识远远超越分歧。
我心满意足的离开哈佛，感激你们给我机会领导这所杰出的学府。
Since I delivered my inaugural address, 56 months ago, I have learned an enormous amount—about higher education, about leadership, and also about myself. Some things look different to me than they did five years ago. The world that today’s Harvard’s graduates are entering is a profoundly different one than the world administrators entered.自从56个月前我发表上任讲话以来，我学到了很多——关于高等教育，关于领导艺术，也关于自我完善。
哈佛大学毕业典礼校长演讲稿
哈佛大学毕业典礼校长演讲稿冬去春来，转眼间就到了一年一度的毕业典礼。
六月初的天气清冷的反常，人们不得不穿薄毛衣或夹克。
今年波士顿的天气变化无常，4月份有一两天气温高达32摄氏度以上，人们热得要开空调。
随后的一个多月又冷得至少要穿两件衣服，但天气并不妨碍一系列的庆祝活动。
校园里照例彩旗飘飘，成群结队，欢声笑语，赠送鲜花，合影留念。
主要庆祝活动集中在6月2日校长对毕业生的告别讲演(Baccalaureate Address)，3日大学本科毕业生自己组织的告别活动(class day),和4日哈佛毕业生联谊会(Harvard Alumni Association) 组织的毕业典礼(commencement)。
这是哈佛大学第358届毕业典礼。
第一届毕业典礼是在1642年，由于战争或瘟疫等原因，有9年的毕业典礼被跳过去了。
6月份第一周举行毕业典礼，今年会是最后一次。
从下学年开始，开学时间从9月中旬提前到9月初，毕业典礼也会随之提前到5月下旬。
校长告别讲演学生几年来日夜奋战，大好时光用在学习与消化老师讲的苦涩难懂的技术性问题上，到底会对今后的事业和生活有什么帮助呢光阴似箭，无论他们心理准备好了没有，他们必须走出校门，面对变幻莫测的大千世界。
在成百上千的毕业生即将离开校园，忐忑不安地走向社会的时候，校长能给他们什么带有人生哲理的启示呢?6月2日下午的校长告别讲演照例在校园中心的纪念教堂(Memorial Church)举行。
虽然是大庭广众之下的书面发言，但并不完全是冠冕堂皇的做秀，其中不乏肺腑之言。
校长福斯特(Drew Gilpin Faust)首先回忆了这批毕业生在过去四年的经历。
她说，你们进入校园时正好是卡特里亚娜(Katrina)台风肆虐的时候，你们离开校园时正好是经济风暴席卷全球，改变这个国家和世界的时候。
你们也目睹了哈佛的变化。
你们在四年中经历了三位校长(萨默斯，代校长巴克( Derek Bok),和福斯特本人)，你们经历了旧的教学大纲(Core Curriculum)的退出和新的教学大纲的引入(General Education)，和一些校舍的变化。
哈佛大学校长在毕业典礼上的讲话
哈佛大学校长在毕业典礼上的讲话哈佛大学校长在毕业典礼上的讲话哈佛的校长福斯特（Drew Faust）上任刚刚一年，也是哈佛历史上第一任女校长。
她今年的讲演集中解释一个现象：很多哈佛毕业生都问她：为什么大约一半的哈佛本科毕业生去华尔街投资银行或名牌咨询公司工作？福斯特没有正面回答，转而思考学生为什么会问这个问题。
“丰厚的薪水和待遇无疑是吸引年轻人的一个重要原因，但如果你们很满意自己的选择的话，为什么还会问我这个问题呢？”她认识到，有些学生在选择投资银行或咨询公司时是被迫的，他们觉得不这样选择不行。
“你们其实在问我生活的意义，什么样的生活是幸福的生活？那么让我们放下外表的伪装，回到这个问题最初的起因。
”福斯特说，“我想你们在担心传统上看起来‘成功’的生活和你们心里认为有意义的生活经常是不一致的。
你们在想，如何把这两个目标在下一步选择工作或研究生深造的过程中统一起来。
你们发现这两个目标不能统一，所以你们会困惑会提问。
”哈佛女校长的毕业演讲，是从学生个人的角度出发，回答一个时代的难题：即个人自由与世俗力量的矛盾中，个人应该如何选择。
精英群体的选择，往往决定一个时代的整体风气。
对哈佛毕业生普遍面临的困惑，她的建议是：“做你热爱的工作吧。
如果你一半以上清醒的时间都在做你不热爱的工作，就很难有幸福可言。
”她的答案实际是，服从本心与心灵的自由。
这让我想起北大一老校长，胡适的名言“争你们个人的自由就是争国家的自由。
”和胡适一样留学美国的林毅夫老师,也是我极为尊重的一位老师，一具有知识分子操守与情怀的人。
他在CCER2008毕业典礼上的演说里，没有从个人自由的角度，而是从个人对国家责任的角度，来谈北大学生的选择。
在眼说中，林老师高举了理想和道德的旗帜，可是，他所关注的是理想状态的“应然”，是我们个人对国家的责任。
他说“走出北大校园迎接我们的世界又是怎样的，我们应该以怎样的心态走出北大校门。
”他说：“在北大读书，不是为了追求个人名利，而是希望在北大读书期间充实自己，为国家，为民族的复兴，为人类美好的未来做出贡献。
英语演讲稿：哈佛大学毕业演讲
英语演讲稿：哈佛大学毕业演讲President Bok, former President Rudenstine, incoming President Faust, members of the Harvard Corporation and the Board of Overseers, members of the faculty, parents, and especially, the graduates:尊敬的Bok校长，Rudenstine前校长，即将上任的Faust校长，哈佛集团的各位成员，监管理事会的各位理事，各位老师，各位家长，各位同学：I've been waiting more than 30 years to say this: "Dad, I always told you I'd come back and get my degree."有一句话我等了三十年，现在终于可以说了：“老爸，我总是跟你说，我会回来拿到我的学位的！”I want to thank Harvard for this timely honor. I'll be changing my job next year … and it will be nice to finally have a college degree on my resume.我要感谢哈佛大学在这个时候给我这个荣誉。
明年，我就要换工作了（注：指从微软公司退休）……我终于可以在简历上写我有一个本科学位，这真是不错啊。
I applaud the graduates today for taking a much more direct route to your degrees. For my part, I'm just happy that the Crimson has called me "Harvard's most successful dropout." I guess that makes me valedictorian of my own special class (I)did the best of everyone who failed.我为今天在座的各位同学感到高兴，你们拿到学位可比我简单多了。
哈佛大学校长德鲁·福斯特英文演讲稿：推动积极的变革和成长
哈佛大学校长德鲁·福斯特英文演讲稿：推动积极的变革和成长Ladies and gentlemen,It is a true honor to speak before you today as the President of Harvard University. As a renowned institution of higher learning, Harvard has always been at the forefront of making positive changes in the world. And I am proud to say that we continue to do so today.One of the things that has always set Harvard apart is our commitment to producing graduates who are not only academically brilliant, but who are also leaders in their communities. We believe that education is about more thanjust learning facts and figures; it is also about learning to think critically, to analyze complex problems, and to work collaboratively with others to find solutions.In order to achieve this goal, we are constantly striving to promote positive growth and change both inside and outside our classrooms. And we do this in a variety of ways.First, we encourage our faculty to stay up-to-date withthe latest research and teaching methodologies. By providing them with the tools and resources they need to succeed, we empower them to provide the best possible education to our students.Second, we promote a culture of innovation and creativity. We encourage our students to think outside the box and totake risks in pursuit of their goals. We want them to be bold, to be curious, and to embrace failure as an essential part of the learning process.Third, we place a strong emphasis on diversity and inclusion. We believe that having a diverse student body and faculty is essential to creating a stimulating andintellectually challenging learning environment. By fostering a culture of inclusivity, we encourage students from all backgrounds to thrive and succeed.But our commitment to positive change and growth extends beyond the walls of our campus. We are also deeply committedto making a positive impact on the world.For example, we have established a number of programs and initiatives that are designed to address some of the most pressing issues facing society today. These include programs to promote environmental sustainability, to improve access to healthcare in developing countries, and to promote peace and reconciliation in conflict zones around the world.In addition, we are constantly seeking to collaborate with other institutions and organizations to tackle these issues in a coordinated and effective way. We believe that by working together, we can achieve far more than we could ever hope to on our own.So as you can see, our commitment to positive change and growth extends far beyond our campus. We are constantly looking for ways to make a positive impact on the world, and to help our students become the leaders and innovators of tomorrow.Thank you.。
哈佛大学校长福斯特在毕业典礼英语演讲稿
哈佛大学校长福斯特在毕业典礼英语演讲稿哈佛大学校长福斯特在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 extremeweather—first for superstorm Sandyand then for Nemo, the record-breakingFebruary blizzard. The third was of course the day ofB oston’s lockdown in theaftermath of the tragic Marathon bombings. This was a year thatchallengedfundamental 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 theHarvardUniversityCenter for the Environment. They came to explore the very issues presentedbySandy and Nemo and to consider how academic researchers and workers on theground cancollaborate more effectively.This gathering represents justone example 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.So 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 extremes.When Boston experienced thetragedy of the Marathon bombings last month, the city andsurroundingmunicipalitieswent into lockdown on April 19 to help ensure the capture oftheescaped suspect, and Harvard responded in extraordinary 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 witnessedour colleagues’ magnificent efforts tomeet the needs of Boston 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 next 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.。