毕业主题系列演讲:哈佛校长2016年毕业典礼演讲

 　　2016 Commencement Speech

　　Harvard President Drew Gilpin Faust

　　Tercentenary Theatre, Harvard University, Cambridge, Mass.

　　May 26, 2016

　　Greetings, alumni, graduates, families, and friends. It is such a pleasure to see you all here and offer congratulations on this day of celebration. I am in the unenviable role of warm-up act for one of the greatest storytellers of our - or any other - time. Nevertheless, my assignment is to offer a few reflections on this magnificent institution at this moment in its history. And what a moment it is!

　　From comments of astonished pundits¹ on television, in print, and online, to conversations with bewildered friends and colleagues, the question seems unavoidable and mesmerizing²: What is going on? What is happening to the world? The tumultuous state of American politics, spotlighted³ in this contentious⁴ presidential contest; the political challenges around the globe from Brazil to Brexit; the Middle East in flames; a refugee crisis in Europe; terrorists exploiting new media to perform chilling acts of brutality⁶ and murder; climate-related famine in Africa and fires in Canada. It is as if we are being visited by the horsemen of the apocalypse with war, famine, natural disaster and, yes, even pestilence⁷ - as Zika spreads, aided by political controversy⁸ and paralysis⁹.

　　As extraordinary as these times may seem to us, Harvard reminds us we have been here before. It is in some ways reassuring¹⁰ at this 365th Commencement to recall all that Harvard has endured over centuries. A number of these festival rites¹¹ took place under clouds of war; others in times of financial crisis and despair; still others in face of epidemics¹² - from smallpox¹³ in the 17th century to the devastating¹⁴ flu of 1918 to the H1N1 virus just a few years ago. Harvard has not just survived these challenges, but has helped to confront them. We sing in our alma mater about "Calm rising through change and through storm." What does that mean for today's crises? Where do universities fit in this threatening mix? What can we do? What should we do? What must we do?

　　We are gathered today in Tercentenary Theatre, with Widener Library and Memorial Church standing¹⁵ before and behind us, enduring symbols of Harvard's larger identity and purposes, testaments¹⁶ to what universities do and believe at a time when we have never needed them more. And much is at stake, for us and for the world.

　　We look at Widener Library and see a great edifice¹⁷, a backdrop of giant columns where photos are taken and 27 steps are worn down ever so slightly by the feet of a century of students and scholars. We also see a repository of learning, with 57 miles of shelving at the heart of a library system of some 17 million books, a monument to reason and knowledge, to the collection and preservation¹⁸ of the widest possible range of beliefs, and experiences, and facts that fuel free inquiry¹⁹ and our constantly evolving understanding. A vehicle for Veritas - for exploring the path to truth wherever it may lead. A tribute to the belief that knowledge matters, that facts matter - in the present moment, as a basis for the informed decisions of individuals, societies, and nations; and for the future, as the basis for new insight. As James Madison wrote in 1822, "a people who mean to be their own Governors, must arm themselves with the power that knowledge gives." Or as early 20th-century civil rights activist²⁰ Nannie Helen Burroughs put it, "education is democracy's life insurance."

　　Evidence, reason, facts, logic²¹, an understanding of history and of science. The ability to know, as former dean Jeremy Knowles used to put it, "when someone is talking rot." These are the bedrock of education, and of an informed citizenry with the capacity to lead, to explore, to invent. Yet this commitment to reason and truth - to their pursuit and preeminence²² - seems increasingly a minority viewpoint. In a recent column, George Will deplored²³ the nation's evident abandonment of what he called "the reality principle - the need to assess and adapt to facts." Universities are defined by this principle. We produce a ready stream of evidence and insights, many with potential to create a better world.

　　So what are our obligations when we see our fundamental purpose under siege, our reason for being discounted and undermined? First, we must maintain an unwavering dedication²⁴ to rigorous assessment²⁵ and debate within our own walls. We must be unassailable in our insistence²⁶ that ideas most fully²⁷ thrive and grow when they are open to challenge. Truth cannot simply be claimed; it must be established - even when that process is uncomfortable. Universities do not just store facts; they teach us how to evaluate, test, challenge, and refine them. Only if we ourselves model a commitment to fact over what Stephen Colbert so memorably²⁸ labeled as "truthiness" (and he also actually sometimes called it "Veritasiness!"), only then can we credibly²⁹ call for adherence³⁰ to such standards in public life and in a wider world.

　　We must model this commitment for our students, as we educate them to embrace these principles - in their work here and in the lives they will lead as citizens and leaders of national and international life. We must support and sustain fact and reason beyond our walls as well. And we must do still more.

　　Facing Widener stands Memorial Church. Built in the aftermath of World War I, it was intended to honor and memorialize responsibility - not just the quality of men and women's thoughts, but, as my predecessor³¹ James Conant put it, "the radiance of their deeds." The more than 1,100 Harvard and Radcliffe students, faculty³², and alumni whose names are engraved³³ on its walls gave their lives in service to their country, because they believed that some things had greater value than their own individual lives. I juxtapose Widener Library and Memorial Church today because we need the qualities that both represent, because I believe that reason and knowledge must be inflected with values, and that those of us who are privileged to be part of this community of learning bear consequent responsibilities.

　　Now, it may surprise some of you to hear that this is not an uncontroversial assertion. For this morning's ceremony, I wore the traditional Harvard presidential robe - styled on the garment of a Puritan minister and reminding us of Harvard's origins. Values were an integral part of the defining purpose of the early years of Harvard College, created to educate a learned ministry³⁴. Up until the end of the 1800s, most American college presidents taught a course on moral philosophy to graduating students. But with the rise of the research university in the late nineteenth and early twentieth century, moral and ethical³⁵ purposes came to be seen as at odds³⁶ with the scientific thinking transforming higher education.

　　But in today's world, I believe it is dangerous for universities not to fully acknowledge and embrace their responsibilities to values and to service as well as to reason and discovery. There is no value-free science. There is no algorithm that writes itself. The questions we choose to ask and the research we decide to support; the standards of integrity we expect of our colleagues and students; the community we build and the model we offer: All of this is central to who we are.

　　We can see these values clearly in the choices and passions of our faculty and students: in the motto of Harvard Business School, which you heard this morning uttered by the dean, the commitment to make "a difference in the world." Most of the University would readily embrace this sentiment. In the enthusiasm of students and faculty, we see it as well. From across the University - graduate, professional, and hundreds of undergraduates - we see a remarkable³⁷ enthusiasm, for example, for the field of global health because it unites the power of knowledge and science with a deeply-felt desire to do good in the world - to lead lives of meaning and purpose. This spirit animates³⁸ not just global health but so much of all we do. Harvard is and must be a community of idealists. And today, we send thousands of you - doctors, lawyers, teachers, artists, philosophers, business people, epidemiologists, public servants - into the world.

　　For our youngest students, those just beginning to shape their adult lives, those who today received what the ritual language of Commencement calls "their first degree," for them, these questions of values and responsibility take on particular salience. Harvard College is a residential⁵ community of learning with a goal, in the words of its dean, of personal and social as well as intellectual transformation³⁹. Bringing students of diverse backgrounds to live together and learn from one another enacts⁴⁰ that commitment, as we work to transform diversity into belonging. In a world divided by difference, we at Harvard strive to be united by it. In myriad⁴¹ ways we challenge our students to be individuals of character as well as of learning. We seek to establish standards for the College community that advance our institutional purposes and values. We seek to educate people, not just minds; our highest aspiration⁴² is not just knowledge, but wisdom.

　　Reason and responsibility. Widener and Memorial Church. Harvard and the world. We have a very special obligation in a very difficult time. May we and the students we send forth⁴³ today embrace it. Thank you very much.

1 pundits   

n.某一学科的权威，专家( pundit的名词复数 )

参考例句：

• The pundits disagree on the best way of dealing with the problem. 如何妥善处理这一问题，专家众说纷纭。 来自辞典例句
• That did not stop Chinese pundits from making a fuss over it. 这并没有阻止中国的博学之士对此大惊小怪。 来自互联网

2 mesmerizing   

adj.有吸引力的，有魅力的v.使入迷( mesmerize的现在分词 )

参考例句：

• I think you must be mesmerizing me, Charles. 查尔斯，我想你一定在对我施催眠术啦。 来自辞典例句
• The attendant one-dimensional wave equation has mesmerizing harmonic properties. 伴生的一元波平衡具有迷人的和谐特性。 来自电影对白

3 spotlighted   

v.聚光照明( spotlight的过去式和过去分词 )；使公众注意，使突出醒目

参考例句：

• The report has spotlighted real deprivation in the inner cities. 这篇报道披露了旧城区的贫困真相。 来自《简明英汉词典》
• The paintings were spotlighted from below. 这些画用下面的聚光灯来照明。 来自《简明英汉词典》

4 contentious   

adj.好辩的，善争吵的

参考例句：

• She was really not of the contentious fighting sort.她委实不是好吵好闹的人。
• Since then they have tended to steer clear of contentious issues.从那时起，他们总想方设法避开有争议的问题。

5 residential   

adj.提供住宿的；居住的；住宅的

参考例句：

• The mayor inspected the residential section of the city.市长视察了该市的住宅区。
• The residential blocks were integrated with the rest of the college.住宿区与学院其他部分结合在了一起。

6 brutality   

n.野蛮的行为，残忍，野蛮

参考例句：

• The brutality of the crime has appalled the public. 罪行之残暴使公众大为震惊。
• a general who was infamous for his brutality 因残忍而恶名昭彰的将军

7 pestilence   

n.瘟疫

参考例句：

• They were crazed by the famine and pestilence of that bitter winter.他们因那年严冬的饥饿与瘟疫而折磨得发狂。
• A pestilence was raging in that area. 瘟疫正在那一地区流行。

8 controversy   

n.争论，辩论，争吵

参考例句：

• That is a fact beyond controversy.那是一个无可争论的事实。
• We ran the risk of becoming the butt of every controversy.我们要冒使自己在所有的纷争中都成为众矢之的的风险。

9 paralysis   

n.麻痹(症)；瘫痪(症)

参考例句：

• The paralysis affects his right leg and he can only walk with difficulty.他右腿瘫痪步履维艰。
• The paralysis affects his right leg and he can only walk with difficulty.他右腿瘫痪步履维艰。

10 reassuring   

a.使人消除恐惧和疑虑的，使人放心的

参考例句：

• He gave her a reassuring pat on the shoulder. 他轻拍了一下她的肩膀让她放心。
• With a reassuring pat on her arm, he left. 他鼓励地拍了拍她的手臂就离开了。

11 rites   

仪式，典礼( rite的名词复数 )

参考例句：

• to administer the last rites to sb 给某人举行临终圣事
• He is interested in mystic rites and ceremonies. 他对神秘的仪式感兴趣。

12 epidemics   

n．流行病

参考例句：

• Reliance upon natural epidemics may be both time-consuming and misleading. 依靠天然的流行既浪费时间，又会引入歧途。
• The antibiotic epidemics usually start stop when the summer rainy season begins. 传染病通常会在夏天的雨季停止传播。

13 smallpox   

n.天花

参考例句：

• In 1742 he suffered a fatal attack of smallpox.1742年，他染上了致命的天花。
• Were you vaccinated against smallpox as a child?你小时候打过天花疫苗吗？

14 devastating   

adj.毁灭性的，令人震惊的，强有力的

参考例句：

• It is the most devastating storm in 20 years.这是20年来破坏性最大的风暴。
• Affairs do have a devastating effect on marriages.婚外情确实会对婚姻造成毁灭性的影响。

15 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

16 testaments   

n.遗嘱( testament的名词复数 )；实际的证明

参考例句：

• The coastline is littered with testaments to the savageness of the waters. 海岸线上充满了海水肆虐过后的杂乱东西。 来自互联网
• A personification of wickedness and ungodliness alluded to in the Old and New Testaments. 彼勒《旧约》和《新约》中邪恶和罪孽的化身。 来自互联网

17 edifice   

n.宏伟的建筑物(如宫殿，教室)

参考例句：

• The American consulate was a magnificent edifice in the centre of Bordeaux.美国领事馆是位于波尔多市中心的一座宏伟的大厦。
• There is a huge Victorian edifice in the area.该地区有一幢维多利亚式的庞大建筑物。

18 preservation   

n.保护，维护，保存，保留，保持

参考例句：

• The police are responsible for the preservation of law and order.警察负责维持法律与秩序。
• The picture is in an excellent state of preservation.这幅画保存得极为完好。

19 inquiry   

n.打听，询问，调查，查问

参考例句：

• Many parents have been pressing for an inquiry into the problem.许多家长迫切要求调查这个问题。
• The field of inquiry has narrowed down to five persons.调查的范围已经缩小到只剩5个人了。

20 activist   

n.活动分子，积极分子

参考例句：

• He's been a trade union activist for many years.多年来他一直是工会的积极分子。
• He is a social activist in our factory.他是我厂的社会活动积极分子。

21 logic   

n.逻辑(学)；逻辑性

参考例句：

• What sort of logic is that?这是什么逻辑？
• I don't follow the logic of your argument.我不明白你的论点逻辑性何在。

22 preeminence   

n.卓越,杰出

参考例句：

• No one doubted the preeminence of my father in financial matters.我父亲在财务方面的杰出才能是不容置疑的。
• Japan had no such confidence in its cultural preeminence or diplomatic skill.日本对本国文化的卓越程度和自己的外交手腕都缺乏这种信心。

23 deplored   

v.悲叹，痛惜，强烈反对( deplore的过去式和过去分词 )

参考例句：

• They deplored the price of motor car, textiles, wheat, and oil. 他们悲叹汽车、纺织品、小麦和石油的价格。 来自辞典例句
• Hawthorne feels that all excess is to be deplored. 霍桑觉得一切过分的举动都是可悲的。 来自辞典例句

24 dedication   

n.奉献，献身，致力，题献，献辞

参考例句：

• We admire her courage,compassion and dedication.我们钦佩她的勇气、爱心和奉献精神。
• Her dedication to her work was admirable.她对工作的奉献精神可钦可佩。

25 assessment   

n.评价；评估；对财产的估价，被估定的金额

参考例句：

• This is a very perceptive assessment of the situation.这是一个对该情况的极富洞察力的评价。
• What is your assessment of the situation?你对时局的看法如何？

26 insistence   

n.坚持；强调；坚决主张

参考例句：

• They were united in their insistence that she should go to college.他们一致坚持她应上大学。
• His insistence upon strict obedience is correct.他坚持绝对服从是对的。

27 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。

28 memorably   

难忘的

参考例句：

• The book includes some memorably seedy characters and scabrous description. 这本书包含了一些难忘下流的角色及有伤风化的描述。 来自互联网
• Horowitz could play Chopin memorably. 霍洛维茨可以把肖邦的作品演奏得出神入化。 来自互联网

29 credibly   

ad.可信地；可靠地

参考例句：

• I am credibly informed that. 由可靠方面听说。
• An effective management software ensures network to run credibly. 一个高效的网管软件是网络运行的可靠保证。

30 adherence   

n.信奉，依附，坚持，固着

参考例句：

• He was well known for his adherence to the rules.他因遵循这些规定而出名。
• The teacher demanded adherence to the rules.老师要求学生们遵守纪律。

31 predecessor   

n.前辈，前任

参考例句：

• It will share the fate of its predecessor.它将遭受与前者同样的命运。
• The new ambassador is more mature than his predecessor.新大使比他的前任更成熟一些。

32 faculty   

n.才能；学院，系；(学院或系的)全体教学人员

参考例句：

• He has a great faculty for learning foreign languages.他有学习外语的天赋。
• He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。

33 engraved   

v.在（硬物）上雕刻（字，画等）( engrave的过去式和过去分词 )；将某事物深深印在（记忆或头脑中）

参考例句：

• The silver cup was engraved with his name. 银杯上刻有他的名字。
• It was prettily engraved with flowers on the back. 此件雕刻精美，背面有花饰图案。 来自《简明英汉词典》

34 ministry   

n.(政府的)部；牧师

参考例句：

• They sent a deputation to the ministry to complain.他们派了一个代表团到部里投诉。
• We probed the Air Ministry statements.我们调查了空军部的记录。

35 ethical   

adj.伦理的，道德的，合乎道德的

参考例句：

• It is necessary to get the youth to have a high ethical concept.必须使青年具有高度的道德观念。
• It was a debate which aroused fervent ethical arguments.那是一场引发强烈的伦理道德争论的辩论。

36 odds   

n.让步，机率，可能性，比率；胜败优劣之别

参考例句：

• The odds are 5 to 1 that she will win.她获胜的机会是五比一。
• Do you know the odds of winning the lottery once?你知道赢得一次彩票的几率多大吗？

37 remarkable   

adj.显著的，异常的，非凡的，值得注意的

参考例句：

• She has made remarkable headway in her writing skills.她在写作技巧方面有了长足进步。
• These cars are remarkable for the quietness of their engines.这些汽车因发动机没有噪音而不同凡响。

38 animates   

v.使有生气( animate的第三人称单数 )；驱动；使栩栩如生地动作；赋予…以生命

参考例句：

• The soul animates the body. 灵魂使肉体有生命。 来自辞典例句
• It is probable that life animates all the planets revolving round all the stars. 生命为一切围绕恒星旋转的行星注入活力。 来自辞典例句

39 transformation   

n.变化；改造；转变

参考例句：

• Going to college brought about a dramatic transformation in her outlook.上大学使她的观念发生了巨大的变化。
• He was struggling to make the transformation from single man to responsible husband.他正在努力使自己由单身汉变为可靠的丈夫。

40 enacts   

制定（法律），通过（法案）( enact的第三人称单数 )

参考例句：

• The legislative branch enacts laws; the executive branch enforces them, and the judicial branch interprets them. 立法部门制订法律，行政部门执行法律，司法部门解释法律。
• Hold phasic characteristic correctly, ability enacts the policy with an actual suit, measure. 正确地把握形势特点，才能制定出切合实际的政策、措施。

41 myriad   

adj.无数的；n.无数，极大数量

参考例句：

• They offered no solution for all our myriad problems.对于我们数不清的问题他们束手无策。
• I had three weeks to make a myriad of arrangements.我花了三个星期做大量准备工作。

42 aspiration   

n.志向，志趣抱负；渴望；(语)送气音；吸出

参考例句：

• Man's aspiration should be as lofty as the stars.人的志气应当象天上的星星那么高。
• Young Addison had a strong aspiration to be an inventor.年幼的爱迪生渴望成为一名发明家。

43 forth   

adv.向前；向外，往外

参考例句：

• The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。