哈佛大学校长德鲁福斯特2015年毕业演讲稿

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中英版本比尔盖茨哈佛毕业演讲稿

中英版本比尔盖茨哈佛毕业演讲稿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。

Faust毕业典礼致辞哈佛大学校长Drew

Faust毕业典礼致辞哈佛大学校长Drew 哈佛大学Drew Faust：最好的教育即培养精神习惯Faust于Memorial Church向身着方帽长袍的毕业生发表了一年一度的毕业班告别讲话。

一年一度的毕业仪式在毕业典礼之前举行，包括祈祷、唱诗及校长为毕业班进行的告别演讲。

“牢记正是通艺教育为各位应对变革做好了准备，”Faust说。

“更新我们的承诺并重新规划人生的机会是一项仅供少数几代人拥有的特权。

而现时它不是一种可能，而是一种必要。

”这一几乎与哈佛大学同样古老的仪式可以追溯到1642年。

当年的举行的第一次仪式使哈佛的工作人员及神职人员有机会在更安格按照流程进行的毕业典礼之前向毕业生发表讲话。

这一仪式由基督教道德Plummer 讲席教授及Memorial Church蒲塞牧师Rev. Peter J. Gomes主持，主要以儒学、伊斯兰教、印度教、犹太教及基督教读物为特色。

Faust的讲话是仪式的中心亮点。

她称哈佛大学强调通艺教育正是为了这样的危机时刻设计的。

第一，不管今后学习、生活在何方，都要志存高远，做个对社会负责、对家庭负责、对自己负责的人。

我们所有的学生都要懂得，只要你们不懈地努力，美好的明天属于你们每一位同学。

“我们一直坚持最好的教育即培养精神习惯，一种分析的精神、一种评判及探究的能力，这能使你们胜任于任何环境或者选择任何职业方向，”Faust说。

“这一理念怎能比现在这一时刻更为适合?”Faust号召毕业生勇往直前应对挑战，指出尽管我们不喜欢不确定性，但是不确定的时代为个人成长及职业生涯成长都提供了机会。

她引用了作家Joan Didion的话将应对生活形容为“严苛与安逸、束缚与自由、理智及直觉充满魔力的交汇处。

”她也引用爵士音乐大师Charlie Parker的话，“掌控你的乐器、掌控音乐，之后忘情演奏。

”Faust指出，不确定性和应对对于要求准确性的领域如物理学和药学也是十分重要的。

哈佛大学校长德鲁·福斯特2015年毕业典礼演讲

哈佛大学校长德鲁·福斯特2015年毕业典礼演讲2015 Commencement SpeechHarvard President Drew FaustTercentenary Theatre, Harvard University, Cambridge, Mass.May 28, 2015Thank you, President Torres. Welcome, Governor Patrick. Thank you, everyone, for being here.The 146th annual meeting of the Harvard Alumni Association at the 364th Commencement of Harvard University. It’s a particular pleasure to welcome former Governor Deval Patrick of the College Class of 1978 and the Harvard Law School Class of 1982. Throughout his distinguished career in government, he forcefully argued for the power of education to transform lives. Nothing made that case more persuasively than his own remarkable life –f rom Chicago’s South Side to the Massachusetts State House. When he was sworn in as governor, he took the oath of office with the Mendi Bible, presented in 1841 by the African captives who had seized the slave ship Amistad to the man who had won their legal right to freedom, John QuincyAdams. Governor Patrick can claim connection with both the African heritage of the Amistad rebels and the institutional roots of their defender. Adams, as you heard before from President Torres, was a member of the Harvard College Class of 1787, and was both the first president of this alumni association, and himself the son of an earlier alumnus, John Adams, of the Class of 1755. That kind of continuity across the centuries is not the least of the reasons that we congregate here every spring to renew and reinforce our ties to this extraordinary place.Let me start by noticing what is both obvious and curious: We are here today together. We are here in association. It is an association of many people, and many generations. We celebrate a connection across time in these festival rites, singing our alma mater, adorning ourselves in medieval robes to mark the deep-rooted traditions of Harvard, and of universities more generally. Even in the age of the online and the virtual, an institution has brought us together, and brings us back.We have also sung –or rather the magnificent Renée Fleming has sung –“America the Beautiful,” to honor another institution, our democratic republic, which the men and women whose names are carved in stone in Memorial Church right behind me – and Memorial Hall just behind that – gave their lives to protect and uphold.When the founders of the Massachusetts Bay Colony arrived on these shores in 1630, they came as dissenters –rejecting institutions of their English homeland. But I have always found it striking that here in the wilderness, where mere survival was theforemost challenge, they so rapidly felt compelled to found this seat of learning so that New England, in the words of William Hubbard of the Class of 1642, so the New England “might be supplied with persons fit to manage the affairs of both church and state.” Church, state, and College. Three institutions they deemed essential to this Massachusetts experiment. Three institutions to ensure that the colonists, as Governor John Winthrop urged, could be “knit together as one” in a new society in a brave new world.Dozens of generations have come and gone since then, and the University’s footprint has expanded considerably beyond a small cluster of wooden buildings. But we have never lost faith in the capacity of each generation to build a better society than the one it was born into. We have never lost faith in the capacity of this College to help make that possible. As an early founder, Thomas Shepard put it, we hope to graduate into the world people who are, in his words, “enlarged toward the country and the good of it.”Yet now, nearly four centuries later, we find ourselves in a challenging historical moment. How do we “enlarge” our graduates in a way that benefits others as well? Shepard spoke of enlarging “toward” –toward, as he put it, “the country and the good of it.” Are we succeeding in educating students oriented toward the betterment of others? Or have we all become so caught up in individual and personal achievements, opportunities, and appearances that we risk forgetting our interdependence, our responsibilities to one another and to the institutions meant to promote the common good?This is the era of the selfie – and the selfie s tick. Now don’t get me wrong: There is much to love about selfies, and two years ago in my Baccalaureate address I concluded by urging the graduates to send such pictures along so we could keep up with them and their post-Harvard lives. But think for a moment about the implications of a society that goes through life taking its own picture. That seems to me a quite literal embodiment of “self-regarding” –a term not often used as a compliment. In fact, Merriam-Webster’s dictionary offers “egocentric,” “narcissistic,” and “selfish” as synonyms. We direct endless attention to ourselves, our image, our “Likes,” just as we are encouraged – and in fact encourage our students – to burnish resumes and fill first college and then job or graduate school applications with endless lists of achievements – with examples, to borrow Shepard’s language, of constant enlargements of self. As one social commentator has observed, we are ceaselessly at work building our own brands. We spend time looking at screens instead of one another. Large portions of our lives are hardly experienced: They are curated, shared, Snapchatted and Instagrammed – rendered as a kind of composite selfie.Now, a certain amount of self-absorption is in our nature. As Harvard’s own E.O. Wilson has recen tly written, and I quote him, “We are an insatiably curious species – provided the subjects are our personal selves and people we would know or would like to know.” But I want to underscore two troubling aspects of this obsession with ourselves.The first is it undermines our sense of responsibility to others–the ethos of service at the heart of Thomas Shepard’s phrase describing Harvard’s enduring commitment to graduate students who are “enlarged” to be about more than themselves. Not just enlarged for their own sake and betterment – but enlarged toward others and toward the world. This is part of the essence of what this university has always strived to be. Our students and faculty have embodied that spirit through their work to serve in our neighborhood and around the world. From tutoring at the Harvard Ed Portal in Allston to working in Liberia to mitigate the Ebola crisis, they make a difference in the lives of countless individuals. The Dexter Gate across the Yard invites students to “Enter to grow i n wisdom. Depart to serve better thy country and thy kind.” Today, some 6,500 graduates go forth. May each of them remember that it is in some way to serve.There is yet another danger we should note as well. Self-absorption may obscure not only our responsibilities to others but our dependence upon them. And this is troubling for Harvard, for higher education and for fundamental social institutions whose purposes and necessity we forget at our peril.Why do we even need college, critics demand? Can’t we do it all on our own? Peter Thiel, Silicon Valley entrepreneur, has urged students to drop out and has even subsidized them –including several of our undergraduates – to leave college and pursue their individual entrepreneurial dreams. After all, the logic goes, Mark Zuckerberg and Bill Gates dropped out and they seem to have done OK. Well, yes. But we should remember: Bill Gates and Mark Zuckerberg had Harvard to drop out of. Harvard to serve as the place where their world-changing discoveries wereborn. Harvard and institutions like it to train the physicists, mathematicians, computer scientists, business analysts, lawyers, and thousands of other skilled individuals upon whom Facebook and Microsoft depend. Harvard to enlighten public servants to lead a country in which Facebook, Microsoft, and companies like them can thrive. Harvard to nurture the writers and filmmakers and journalists who create the storied “content” that gives the Internet its substance. And we must recognize as well that universities have served as sources of discoveries essential to the work of the companies advancing the revolutions in technology that have changed our lives –from early successes in creating and programming computers to development of prototypes that laid the groundwork for the now-ubiquitous touchscreen.We are told, too, that universities are about to be unbundled, disrupted by innovations that enable individuals to teach themselves, selecting from a buffet of massive open online courses and building do-it-yourself degrees. But online opportunities and residential learning are not at odds; the former can strengthen – but does not supplant – the latter. And through initiatives like edX and HarvardX, we are sharing intellectual riches that are the creations of institutions of higher learning, sharing them with millions of people around the globe. Intriguingly, we have found that a highly-represented group among these online learners around the world is teachers – who will use this knowledge to enrich their own schools and face-to-face classrooms.Assertions about the irrelevance of universities are part of a broader and growing mistrust of institutions more generally, onefuelled by our intoxication with the power and charisma of the individual and the cult of celebrity. Government, business, non-profits are joined with universities as targets of suspicion and criticism.There are few countervailing voices to remind us how institutions serve and support us. We tend to take what they do for granted. Your food was safe; your blood test was reliable; your polling place was open; electricity was available when you flipped the switch. Your flight to Boston took off and landed according to rules and systems and organizations responsible for safe air travel. Just imagine a week or a month without this “civic infrastructure” –without the institutions that undergird our society and without the commitment to our interdependence that created these structures of commonality in the first place. Think of the countries in West Africa that lacked the public health systems to contain Ebola and the devastation that resulted. Contrast that with the network of institutions that so rapidly saved lives and contained spread of the disease when it appeared in the United States. Think about other elements of our civic infrastructure –the libraries, the museums, the school committees, the religious organizations that are as vital to moving us forward as are our roads and railways and bridges.Institutions embody our present and enduring connections to one other. They bring our disparate talents and capacities to the pursuit of common purpose. At the same time, they link us to both what has come before and what will follow. They are repositories of values –values that precede, transcend, and outlast the self. They challenge us to look beyond the immediate,the instantly gratifying, to think about the bigger picture, the longer run, the larger whole. They remind us that the world is only temporarily ours, that we are stewards entrusted with the past and responsible to the future. We are larger than ourselves and our selfies.That responsibility is quintessentially the work of universities – calling upon our shared human heritage to invent a new future – the future that will be created by the thousands of graduates who leave here today. Our work is about that ongoing commitment – not to a single individual or even one generation or one era – but to a larger world and to the service of the age that is waiting before it.In 1884, my predecessor Charles William Eliot unveiled a statue of John Harvard and spoke of the good that can come from the study of what we might call the “enlarged” life of the man whose name this university bears.Eliot said: “H e will teach that the good which men do lives after them, fructified and multiplied beyond all power of measurement or computation. He will teach that from the seed which he planted … have sprung joy, strength, and energy ever fresh, blooming year after year in this garden of learning, and flourishing … as time goes on, in all fields of human activity.”In other words, that statue we paraded past this afternoon is not simply a monument to an individual, but to a community and an institution constantly renewing itself. Your presence here today represents an act of connection and of affirmation of thatcommunity and of this institution. It is a recognition of Harvard’s capacity to propel you toward lives and worlds beyond your own. I thank you for the commitment that brought you here today and for all it means and sustains. I wish you joy, strength, and energy ever fresh.Thank you very much.（来源：优酷视频/爱思英语编辑：Julie）。

哈佛大学校长演讲范文

【一】:哈佛大学校长在清华大学演讲稿哈佛大学校长在清华大学演讲稿（中英全文）--大学与气候变化带来的挑战2015年3月20日 07:05 新浪博客Party Secretary Chen Xu, Assistant President Shi Yigong,distinguished faculty, students and friends. Itis a privilege to be back at Tsinghua, with an opportunity toexchange ideas on the most pressing challenges of ourtime. One challenge that will shape this centurymore than any other is our changing climate, and the effort tosecure a sustainable and habitable world—as rising sea levelsthreaten coastlines, increasing drought alters ecosystems andglobal carbon emissions continue to rise.There is a proverb that the best time to plant a tree is 20years ago—and the second best time is now. When Ifirst visited Tsinghua seven years ago, I planted a tree withPresident Gu in the Friendship Garden. Today, Iam glad to return to this beautiful campus, founded on the site ofone of Beijing’s historic gardens. I am glad theTsinghua-Harvard tree stands as a symbol of the many relationshipsacross our two universities, which continue to grow andthrive. More than ever, it is a testament to thepossibilities that, by working together, we offer theworld. That is why I want to spend a few minutestoday talking about the special role universities like ours play inaddressing climate change.Last November here in Beijing, President Xi and President Obamamade a joint announcement on climate change, pledging to limit thegreenhouse gas emissions of China and the United States over thenext two decades. It is a landmark accord,setting ambitious goals for the world’s two largest carbon emittingcountries and establishing a marker that Presidents Xi and Obamahope will inspire other countries to do the same. We could not have predicted such a shared commitment seven, or evenone year ago, between these two leaders—both, in fact, ouralumni—one a Tsinghua graduate in chemical engineering and thehumanities and the other a graduate of Harvard LawSchool. And yet our two institutions had alreadysown its seeds decades ago—by educating leaders who can turn monthsof discussion into an international milestone, and by collaboratingfor more than 20 years on the climate analyses that made itpossible. In other words, by doing the thingsuniversities are uniquely designed todo.The U.S.-China joint announcement on climate change represents adefining moment between our two countries and for the world, amoment worthy of celebration. China deservesgreat credit for all it has done and is doing to address a complexset of economic and environmental issues. While lifting 600 millionpeople out of poverty, you have built the world’s largest capacityin wind power and second largest in solar power. As one Harvard climate expert put it, China’s “investments todecarbonizeits energy system have dwarfed those of any othernation.” And last year, China’s emission indeeddid drop two percent.Yet, even as we make real progress, the scale and complexity ofclimate change require humility and long-termthinking. We have made abeginning. But it is only a beginning. The recentvideo Under theDome reminds us how much work is left to bedone. The commitments of governments can becarried out only if every sector of societycontributes. Industry, education, agriculture,business, finance, individual citizens—all are necessaryparticipants in what must become an energy and environmentalrevolution, a new paradigm that will improve public health, carefor the planet, and put both of our nations on the path toward aprosperous, low-carbon economy.No one understands this better than the students and faculty ofTsinghua, where these subjects are research priorities and youroutgoing president Chen Jining, a graduate of Tsinghua’s departmentof environmental science and engineering, has just been appointedMinister of Environmental Protection. He has beencalled a bridge-builder, a man of vision and fresh ideas, and aninspiring leader.The promise of the 2014 joint climate pledge will require thosequalities of all of us. It will call on each ofus to do our part to transform the energy systems on which we relyand mitigate the harm they cause, to “Think Different,” as Apple’sSteve Jobs used to say—to imagine new ways of seeing old problemsand, as he put it, to “honor the people who can change the worldfor the better.” Universities are especially goodat “thinking different.” That is the point I wantto emphasize today. To every generation falls a dauntingtask. This is our task: to “think different”about how we inhabit the Earth. Where better tomeet this challenge than in Boston and Beijing How better to meet it than by unlocking and harnessing newknowledge, building political and cultural understanding, promotingdialogue and sharing solutions Who better tomeet it than you, the most extraordinary students, imaginative,curious, daring. The challenge we face demandsthree great necessities.The first necessity is partnership. Globalproblems require global partners. Climate change is a perfectexample. We breathe the sameair. We drink the same water. We share the planet. We cannot live in acocoon. The stakes are toohigh.In an essay widely reprinted in Chinese middle school textbookscalled “The Geese Return,” naturalist Aldo Leopold describes aneducated woman, an outstanding college student, who, and I quote,“had never heard or seen the geese that twice a year [fly above]her well-insulated roof.”Could this woman’svaunted “education,” he asks, be no more than, in his words,“trading awareness for things of lesser worth”—adding that thegoose who “tradeshis [awareness] is soon a pile offeathers.” We all risk becoming a proverbial “pile of feathers” unless we cultivate awareness of each other andour common environmental crisis, and then work together to solveit.We have seen the power of partnerships. Formore than a century, Harvard and China in particular havebenefitted from partnerships with histories that inspire us:John King Fairbank in 1933, who caught the silver and blue busto Tsinghua before dawn to teach his first students theperspectives of Chinese scholarship he had absorbed from ProfessorJiang Tingfu, one of China’s most eminent historians and the Chairof Tsinghua’s History Department. Thoseexperiences changed Fairbank’s life. And theychanged Harvard, where the Fairbank Center for Chinese Studiestransformed the field, and where the study of East Asia nowencompasses more than 370 courses from history and literature togovernment and plant biology.Ernest Henry Wilson in 1908, who navigated the Yangtze Riverwith a team of Chinese plant collectors, documenting cultures withphotographs and collecting thousands of plant specimens forHarvard’s Arnold Arboretum. Wilson’s long-term collaboration —thesubject of a forthcoming CCTV special (and exhibit at the HarvardCenter Shanghai)—established one of our deepest connections,celebrating the extraordinary beauty and diversity of China’snatural world.Zhu Kezhen in 1918, who received his Ph.D. from Harvard afterpassing a scholarship exam at the school that would becomeTsinghua. He became the father of Chinesemeteorology, pioneering 5,000 years of Chinese climate data, and asa university president and Vice President of the Chinese Academy ofSciences, shaped Chinese education by “cultivating scientists,” ashe put it, and I quote, in “the ‘scientific spirit’ the pursuitfor the truth.”That spirit defines the Harvard China Project, founded in 1993as an interdisciplinary program to study China’s atmosphericenvironment, energy system and economy, and the role of environmentin U.S.-China relations. Based at Harvard’sSchool of Engineering and Applied Sciences, its collaborators havespanned more than half of Harvard’s Schools and more than a dozenChinese institutions, including some seven different departments atTsinghua. When the program began, before climatechange made daily headlines, even its founders—Professor MichaelMcElroy and project director Chris Nielsen, soon joined by Tsinghuaprofessor collaborators—could not fully imagine itsimpact. It has been a model partnership and anengine of broad environmental knowledge that has influenced policyin both countries, and improved the lives of our citizens.Let me give you one example: the case of two young women at thestart of their professional training, Cao Jing studying economicsand public policy at Harvard’s Kennedy School and Wang Yuxuan, aTsinghua graduate getting her Harvard Ph.D. inatmosphericchemistry. Both are nowTsinghua faculty members. Driven by common questions, they came together asmembers of a team studying Chinese carbon emissions. Over severalyears they worked across disciplines, in both countries, withenvironmental engineers and health scientists to assess costs andbenefits of emission control policy options and their effect onhuman health. The team’s findings weregroundbreaking, demonstrating for policy makers that they could infact achieve enormous environmental benefits at little cost toeconomic growth. Such collaborations with Tsinghua continue toshape China’s clean energy future with new ideas, from linking windfarms with electrified space heating to evaluatingthe effects of a changing climate on renewableenergy sources.Our collaborations in the field of design are powerful as well,shaping the responses to urbanization and environmental change inboth countries. What might an ecologicallyconceived city look like How can a village growinto one Harvard’s new Center for GreenBuildings and Cities is working with Tsinghua’s Evergrande ResearchInstitute to measure energy use for different building types inChina, a key to creating more efficient buildings andcities. A new collaboration with PekingUniversity advances more socially and ecologically inclusive urbandesign. Partnerships like these, betweenHarvard’s Graduate School of Design and Chinese institutions, aregenerating innovations in urban planning, green building andsustainable development that will change how welive. For example, walk along the reed-linedriverbank park in Shanghai, as I have, where a constructed wetlandcleans polluted water from the Huangpu River and a promenade nowconnects the old city with the new. Its designer,Yu Kongjian, a farmer’s son trained at Harvard’s School of Designand founded China’s first graduate school of landscapearchitecture, a field he describes as, and I quote, “a tool forsocial justice and environmental stewardship.”Today, Harvard partnerships with Tsinghua and other Chineseinstitutions span nearly every department across all of Harvard’s13 Schools, involving some 200 faculty members and hundreds ofstudents, and now including the Harvard Center Shanghai, onlinecourses through EdX, and three new research centers oncampus. These partnerships are bearing fruit:from last year’s Harvard-Tsinghua conference on market mechanismsfor a low-carbon future, to open access education reaching millionsworldwide, to advances in human health and health-care policy thatwill improve and extend lives.Tsinghua is building upon a similar array of partnerships, inChina and around the world. Your new Collaborative InnovationCenter on Urbanization convenes every field around the problem ofintegrating urban and rural areas, and the Tsinghua-BerkeleyShenzhen Institute supports among other things the search for newand low-carbon energy technologies.I have said before that there is no one model for a university’ssuccess, no abstract “global research university” to which we allshould aspire. Partnership benefits fromdifferent contributions and varied perspectives. Our variety supports our strength. United, thereis little we cannot accomplish.The second necessity is research. A Chineseaphorism tells us that, “Learning has noboundaries.” Through research, universitiestranscend the boundaries of what anyone thought was possible.Research without boundaries means exploring acrossdisciplines. Consider the goal of creatingsustainable cities. This is not just anengineering problem. It is a problem of ethicsand design; law and policy; business and economics; medicine andpublic health; religion and anthropology and my own field ofhistory, which can tell us how humans and nature have interactedover time. For example, think of the new fieldof “ecological urbanism” that explores this goalas a design problem for how best to live. OrHarvard’s Center for the Environment that brings together 250faculty members from every discipline.Research without boundaries means taking an open stance, whereevery question is legitimate and any path might yield ananswer. Knowledge emerges from debate, fromdisagreement, from questions, from doubt—from recognizing thatevery path must be open because any path might yield ananswer. Universities must be places where any andevery topic can be broached, where any and every question can beasked. Universities must nurture such debatebecause discovery comes from the intellectual freedom to explorethat rests at the heart of how we define our fundamental identityand values.You might find a treatment for malaria in a 2000-year-old silkscroll from a Han dynasty tomb, as Chinese researchers discoveredin the 1970s. Or follow your sense of smell, asCaltech chemist Arie Haagen-Smit did in the 1950s, to discover thata container of car exhaust exposed to sunlight produces thebleach-like odor of smog. Almost everyone toldHaagen-Smit he was wrong, but he identified oxidized hydrocarbonsfrom automobiles, refineries and power plants as the source of themysterious air pollution that was choking Los Angeles, and launcheda revolution in American air quality. Some fortyyears later, showing the same ingenuity, Harvard’s own study of sixcities conclusively linked fine particle pollutionto premature death. Theresearchers invented fieldinstruments as they went along—designing airmonitors for people to wear at school and work and air qualitysensors for their homes—laying a foundation for air pollutionlegislation that has saved billions of dollars and hundreds ofthousands of lives a year.【二】: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。

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Drew Gilpin Faust在毕业典礼的演讲

哈佛大学校长Drew Gilpin Faust在毕业典礼的演讲：在醒着的时间里，追求你认为最有意义的！！！(听君一席话，胜读十年书！！！)记住我们对你们寄予的厚望，就算你们觉得它们不可能实现，也要记住，它们至关重要，是你们人生的北极星，会指引你们到达对自己和世界都有意义的彼岸。

你们生活的意义要由你们自己创造。

这所备受尊崇的学校历来好学求知，所以你们期待我的演讲能传授永恒的智慧。

我站在这个讲坛上，穿得像个清教徒牧师——这身打扮也许会把很多我的前任吓坏，还可能会让其中一些人重新投身于消灭女巫的事业中去，让英克利斯和考特恩父子（1）出现在如今的“泡沫派对”上（2）。

但现在，我在台上，你们在底下，这是一个属于真理（3）、追求真理的时刻。

你们已经求学四年，而我当校长还不到一年；你们认识三任校长，我只认识一个班的大四学生。

所以，智慧从何谈起呢？也许你们才是应该传授智慧的人。

或许我们可以互换一下角色，用哈佛法学院教授们随机点名提问的方式，让我在接下来的一个小时里回答你们的问题（4）。

让我们把这个毕业典礼想象成一个问答式环节，你们是提问者。

“福斯特校长，生活的意义是什么？我们在哈佛苦读四年是为了什么？福斯特校长，从你四十年前大学毕业到现在，你肯定学到了不少东西吧？”（四十年了。

我可以大声承认这个时间，因为我生活的每一个细节——当然包括我获得布尔茅尔学位的年份——现在好像都能公开查到。

但请注意，当时我在班里还算岁数小的。

）可以这么说，在过去的一年里，你们一直在提出问题让我回答，只不过你们把提问范围限定得比较小。

我也一直在思考应该怎样回答，还有你们提问的动机，这是我更感兴趣的。

其实，从我与校委会见面时起，就一直被问到这些问题，当时是2007年冬天，我的任命才宣布不久。

此后日渐频繁，我在柯克兰楼吃午饭，我在莱弗里特楼吃晚饭，在我专门会见学生的工作时段，甚至我在国外遇见毕业生的时候，都会被问到这些问题。

你们问我的第一件事不是问课程，不是教师辅导，不是教师的联系方式，也不是学生学习生活的空间。

哈佛首位女校长：认识自己了解世界

哈佛首位女校长：认识自己了解世界德鲁·福斯特为哈佛1672年建校以来的首位女校长，也是哈佛三百多年历史上首位没在哈佛上过学的校长。

1988年，福斯特就被诊断出罹患乳腺癌，她决定对大众公开病情，并一直坚强的抵抗病魔。

2007年她还入选《时代》杂志全球百大人物。

本文为2015年她在哈佛大学的演讲稿。

德鲁·福斯特：一个人生活的广度决定他的优秀程度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，什么地方好，什么地方不好。

我们在这样的比较中睁大了自己的眼睛，扩张了自己的毛孔，也扩展了彼此的胸怀。

当我们看到的世界大了，才能更加宽容，才能更加坦荡。

实际上，接受彼此的不同，尊重相互的差异已经成为“了解世界”的重点。

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他说：“我们非常幸运，生活在中国历史上最好的一个时代，30年来改革开放，取得的成绩确实是人类经济史上不曾有过的意想不到的美好境界。

不仅过去三十年非常好，相信未来10年，20年，30年，50年，100年，中国经济还会继续快速发展。

”当然，这是一延续了一位政治老人的名言：“坚持以经济建设为中心，一百年不动摇。

”但是，这种应然的判断是否真正有现实力量呢？还需要历史来检验。

他最后总结道：“毕业了，今天我们从这里出发，让我们以110年来中国知识分子以及五千年来中国士人以天下为己任的普世关怀作为我们人生的追求。

只要民族没有复兴，我们的责任就没有完成，只要天下还有贫穷的人，就是我们自己在贫穷中，只要天下还有苦难的人，就是我们自己在苦难中，这是我们北大人的胸怀，也是我们北大人的庄严承诺！”诚然，这是一种高自标举的精神，一种“士”的精神，但是，中国从1840以来，还剩下多少“士”的精神，还剩下多少独立之精神，自由之思想？林没有直面这个问题。

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.。

哈佛大学女校长毕业典礼演讲全文

哈佛大学女校长毕业典礼演讲全文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 ofHarvard’s philosophy.2011年5月哈佛大学迎来了第360届毕业典礼。

哈佛大学女校长福斯特（Drew Gilpin Faust，1947年9月18日－，美国历史学家）在毕业典礼上发表了演讲。

福斯特是哈佛大学历史上第一位女校长，也是自1672年以来第一位没有哈佛学习经历的哈佛校长。

福斯特1947年出生于纽约，1964年毕业于马萨诸塞州的私立寄宿中学Concord Academy，后就读于位于宾州费城郊外的一所女子文理学院Bryn Mawr College；文理学院毕业后福斯特进入宾夕法利亚大学攻读历史学硕士，攻读历史硕士学位，1975年获得了宾大美洲文明专业的博士学位，同年起留校担任美洲文明专业的助教授。

后由于出色的研究成果和教学，她获任历史学系教授。

福斯特是一位研究美国南方战前历史和美国内战历史的专家，在美国内战时期反映南方阵营思想的意识形态和南方女性生活方面都卓有成就，并出版了5本相关书籍，其中最著名的一本《创造之母：美国内战南方蓄奴州妇女》在1997年获得美国历史学会美国题材年度非小说类最佳著作奖。

哈佛大学校长德鲁·福斯特英语演讲稿：建立未来的意识和行动

哈佛大学校长德鲁·福斯特英语演讲稿：建立未来的意识和行动Drew Faust, the President of Harvard University, has long been a voice of leadership and inspiration within the academic world. Her speeches have often touched on topics related to the future of education and society, speaking to the importance of creating a sense of awareness and action in order to establish a better future for our world.In a recent English language speech, Faust spoke to the idea of creating a “consciousness of the future” in our everyday lives. This consciousness, she argued, was necessary in order to address the many challenges that face us as a society, from issues of inequality to environmental degradation and beyond.To build this consciousness, Faust discussed the importance of education in instilling an understanding of the interconnectedness of our world. By teaching students tothink beyond their own individual experiences and to examine the larger global context, she argued, we can inspire a sense of empathy and appreciation for the fragility of the world we inhabit.Beyond education, Faust also encouraged individuals to take action in their own lives. She spoke to the importance of small, everyday choices, from deciding to recycle to making more sustainable choices as consumers. Through these small acts of commitment, she argued, we can collectively begin to shift the trajectory of our society towards a more positive future.Faust also spoke to the importance of collective action, highlighting the power of movements such as the recent global climate strikes as evidence of the potential for widespread mobilization. When individuals come together with a shared vision for the future, she argued, they can act as a powerful force for positive change.Finally, Faust emphasized the need for leadership in establishing a consciousness of the future. She spoke to the importance of public figures and those in positions of power to use their platforms to promote awareness and action, highlighting the role of Harvard as a leading institution in shaping a more sustainable and progressive future for our world.In closing, Faust encouraged her audience to embrace the challenge of creating a consciousness of the future, recognizing that the path towards a better world is a collective and ongoing journey. Through education, individual action, collective mobilization, and leadership, she argued, we can build a brighter and more sustainable future for generations to come.。

哈佛校长：一个人生活的广度决定了他的优秀程度

哈佛校长：一个人生活的广度决定了他的优秀程度一个人生活的广度决定了他的优秀程度。

一句我不是什么哈佛的女校长，我就是哈佛的校长”，让人们记住了哈佛三百多年唯一一位女校长哈佛德鲁福斯特。

以下是这位校长在哈佛的一次演讲，她用自己的亲身经历告诉我们，我们到底为什么一定要走出去，看这个世界。

每年要去一个陌生的地方。

一一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。

1、旅行让我们真正认识这个世界世界越来越小，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”刚颁布的二^一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。

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，什么地方好，什么地方不好。

我们在这样的比较中睁大了自己的眼睛，扩张了自己的毛孔，也扩展了彼此的胸怀。

当我们看到的世界大了，才能更加宽容，才能更加坦荡。

实际上，接受彼此的不同，尊重相互的差异已经成为了解世界"的重点。

2、我们应该怎样旅行？了解世界的方法有很多种，通过书籍、影像资料和别人聊天都能让我们了解世界，但哪一种都没有身临其境的学习更重要。

哈佛大学校长德鲁福斯特2015年毕业演讲稿（小编整理）

哈佛大学校长德鲁福斯特2015年毕业演讲稿（小编整理）第一篇：哈佛大学校长德鲁福斯特2015年毕业演讲稿哈佛大学校长德鲁福斯特在2015年哈佛毕业典礼上，为毕业生送上演讲《这是一个自拍的时代》，说当代社会是一个自拍，自拍杆的时代，对于我们，我们应该自己主动承担责任，成为国家有益的人，下面是这篇哈佛大学校长德鲁福斯特2015年毕业演讲稿哈佛大学校长德鲁福斯特2015年毕业演讲稿当我们的开国先辈于1630年来到马塞诸塞州的这片海岸时，他们是作为持异见者而来的他们摒弃了家乡英国的体制。

但是一直令我惊奇的是，在当时的这片荒地里，在如何生存下去还是个未解的问题之时，这些开国先辈很快就意识到了建立(哈佛大学)这所高等学府的必要性。

自此以后，一代代人来了又去，哈佛的校园也不断扩大，不再局限于当年的几间小木楼。

但没有变的是，每一代人都充满信心，想要建立更好的社会，每一代人也都相信，这所大学将使这种愿望成为可能。

正如一位早期创始人thomas shepard 所说，我们希望毕业生走向世界之后，能够成长为对国家有益之人。

而如今，将近四个世纪后，我们发现我们处在一个充满挑战的历史时刻。

我们应如何鼓励我们的毕业生去做对他人有益之事?我们是否培养出了以造福他人为目的的毕业生?还是，我们所有人都已变得对个人成就、机遇和形象如此痴狂，以至于忘记了我们的互相依赖，忘记了我们对于彼此和对于这所旨在促进公共利益的大学的责任?这是一个自拍还有自拍杆的时代。

不要误解我：自拍真是件令人欲罢不能的事儿，而且在两年前的毕业典礼演讲上，我还特意鼓励毕业生们多给我们发送一些自拍照，让我们知道他们毕业后过得怎么样。

但是仔细想想，如果社会里的每个人都开始过上整天自拍的生活，这会是怎样一个社会呢?对于我来说，那也许是利己主义最真实的写照了。

韦氏词典里，利己主义的同义词包括了以自我为中心、自恋和自私。

我们无休止地关注我们自己、我们的形象、我们得到的赞，就像我们不停地用一串串的成就来美化我们的简历，去申请大学、申请研究生院、申请工作借用shepard 的话来说，就是进行不停的自我放大。

战胜恐惧再创辉煌——哈佛大学校长德鲁·福斯特在2015年毕业典礼上的演讲

总第３７４期２０１５年第１４期
一流大学与高等教育
世界教育信息
格（ＨｅｎｒｙＫｉｓｓｉｎｇｅｒ）在“ ２０１２最佳宿舍楼 ” 之战（ｔｈｅＧｒｅａｔＨｏｕｓｅｗａｒｏｆ２０１２）中表明了他对亚当斯楼（哈佛大学校园内有１２栋著名的宿舍
的龙虾奶酪通心粉前，通过手指左右滑动，在
士顿的激情；在与耶鲁大学的比赛中，你们在比赛结束前５５秒获得最后一个 “ 触地得分 ”
（Ｔｏｕｃｈｄｏｗｎ），连续八年击败耶鲁大学。女子运
动员摘得常春藤联盟高校高尔夫球、室内外田径运动、曲棍球冠军，自２００８年来首次打人梦寐以求的美国大学曲棍球比赛（ＦｒｏｚｅｎＦｏｕｒ）。这些成绩都是先例！四年时间，哈佛大学满载着你们获得的荣誉！你们最显著的特点是愿意畅所欲言，不管是迫切要求大力支持哈佛大学的双性恋、同性
人马克・扎克伯格（ＭａｒｋＺｕｃｋｅｒｂｅｒｇ）俯身检验
你们在罗巴戏剧中，ｔ￣，（ＬＯＥＢＤｒａｍａＣｅｎｔｅｒ）上演了戏剧作品《哈姆雷特》，撰写了许多不同主题的获奖论文，从“ 青少年勇于冒险” 到“ 毒
Ｉ，Ｔｏｏ，ＡｍＨａｒｖａｒｄ）这样有感染力的信条，还是

美国哈佛大学校长德鲁。福斯特就职演讲词

美国哈佛大学校长德鲁。

福斯特就职演讲词第一篇：美国哈佛大学校长德鲁。

福斯特就职演讲词美国哈佛大学校长德鲁·福斯特就职演讲词放飞我们最富挑战性的想象力（2007年10月12日）哈佛大学校长德鲁·福斯特就职演讲常常会罗列一些新校长的具体构想或是计划。

但是，当我在考虑今天意味着什么的时候，这样的罗列似乎过于束缚人，它们限制了而不是去放飞我们最富挑战性的想象力，限制了我们去思考我们最深远的责任和义务。

如果今天是超越普通日子的一天，如果今天是我们为数不多的、不仅是作为哈佛人聚集在一起、而是与一个更为广阔的学术、教学与学问的世界站在一起的一天，那么，现在就是哈佛以及像哈佛这类大学去思考的时候了：在这21世纪的第一个十年中，我们应该扮演什么样的角色。

大学的确是要承担责任的。

但我们从事高等教育的人需要首先搞清楚，我们为了什么去承担责任。

人们要求我们报告毕业率、研究生院的入学统计数字、标准考试的分数，目的是为了在大学评价中提高“附加值”，人们要看研究经费有多少，教师出版和发表论著的数量是多少。

但这些硬性指标本身并不能说明所取得的成就，更不要提大学所渴望达到的目标了。

虽然了解上述指标很重要，它们也可以说明我们事业中一些特别的部分内容。

但我们的目的要比这些宏大得多，因此，要解释我们的责任感，也更加困难。

那么，让我斗胆提出一个定义来吧。

一所大学的精神所在，是它要特别对历史和未来负责——而不单单或着仅仅是对现在负责。

一所大学关乎学问（learning），影响终生的学问，将传统传承千年的学问，创造未来的学问。

一所大学，既要回头看，也要向前看，其看的方法必须——也应该——与大众当下所关心的或是所要求的相对立。

大学是要对永恒做出承诺，而这些投资会产生我们无法预测且常常是无法衡量的收益。

大学是那些活生生的传统的管理员——在Widener 图书馆与Houghton图书馆以及我们另外的88个图书馆，在Fogg与Peabody博物馆，在我们的古典学科的系科，在历史与文学的系科，都有活生生的传统。

重温哈佛校长毕业典礼演讲稿：寻找真正重要的事

重温哈佛校长毕业典礼演讲稿：寻找真正重要的事尊敬的校长、教授、同学们：我非常荣幸能够在今天的毕业典礼上与大家见面，并为大家带来一篇关于哈佛校长毕业典礼演讲的文章。

这篇演讲是由哈佛大学校长德鲁•吉尔平所作，名叫《寻找真正重要的事》，是一篇极具启迪性的演讲。

在这篇演讲中，吉尔平校长向我们传递了一个非常重要的信息：我们应该寻找真正重要的事，并付诸行动。

他强调，虽然在我们的现代世界中，人们围绕着名利财富展开了各种活动，但这些追求并不能带来真正的幸福。

相反，只有在我们每个人的生命中找到真正重要的事情并且开始为其努力而工作，才能使我们拥有更加充实、更加满足的生活。

吉尔平校长在演讲中给出了一个“六个简单的问题”的策略，帮助我们找到真正重要的事情。

这六个问题是：1、你曾经经历过最大的困境是什么？2、你认为这个困境对你有哪些影响？比如，它是怎样改变了你的人生观和价值观？3、你最引以为傲的成就是什么？4、你认为这个成就对你有哪些影响？比如，它是怎样让你变得更加自信或者更加有动力去做事情？5、你对你的人生有哪些渴望？你想做什么？6、你在自己的生命中最想留下什么遗产？这六个问题非常简单，但是它们可以帮助我们更好地清晰地了解自己，找到真正重要的事情，并且开始为其努力而工作。

吉尔平校长强调，我们每个人的生命都是独一无二的，我们的使命、价值观和信仰是我们的特殊个性所体现出来的东西。

对于我们学生来说，这篇演讲非常有意义。

在我们人生中的这个阶段，我们需要面对无数的选择和决策。

比如，我们可能会有选择从事哪种工作、做哪个实习，或者采取怎样的生活方式等问题。

吉尔平校长提供了有效的策略，帮助我们确定哪些事情是真正重要的，以及如何对它们进行行动。

不仅如此，吉尔平校长强调了一个非常重要的点，那就是回馈社会。

他认为，我们的生活不应该只是为了自己而过，而是应该为他人、为社会做出一些贡献。

他鼓励我们尝试着将我们的才华和能力应用到更大的社会场合中。

战胜恐惧再创辉煌——哈佛大学校长德鲁·福斯特在2015年毕业典礼上的演讲

战胜恐惧再创辉煌——哈佛大学校长德鲁福斯特在2015年
毕业典礼上的演讲
庄丽君
【期刊名称】《世界教育信息》
【年(卷),期】2015(028)014
【总页数】4页(P44-47)
【作者】庄丽君
【作者单位】北京工商大学教育研究中心
【正文语种】中文
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哈佛大学校长德鲁福斯特2015年毕业演讲稿（小编整理）

战胜恐惧 再创辉煌——哈佛大学校长德鲁·福斯特在2015年毕业典礼上的演讲

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重温哈佛校长毕业典礼演讲稿：寻找真正重要的事

战胜恐惧 再创辉煌——哈佛大学校长德鲁·福斯特在2015年毕业典礼上的演讲

战胜恐惧再创辉煌——哈佛大学校长德鲁·福斯特在2015年毕业典礼上的演讲

战胜恐惧再创辉煌——哈佛大学校长德鲁·福斯特在2015年毕业典礼上的演讲