畢業校長致辭英語作文

時間：2022-10-06 18:04:56 致辭

畢業校長致辭英語作文

　　畢業是一種離別，離別中有回憶有憧憬，畢業離別是一個一個人生驛站，就像一艘航船，靠岸，起航，再靠岸，再起航，乘風破浪，你們今天畢業是第幾次靠岸起航呢？以下是小編整理的畢業校長致辭英語作文，快來看看怎么寫吧。

畢業校長致辭英語作文

　　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 pundits ontelevision, in print, and online, to conversations withbewildered friends and colleagues, the question seems unavoidable and mesmerizing: What isgoing on? What is happening to the world? The tumultuous state of American politics,spotlighted in this contentious presidential contest; the political challenges around the globefrom Brazil to Brexit; the Middle East in flames; a refugee crisis in Europe; terrorists exploitingnew media to perform chilling acts of brutality and murder; climate-related famine in Africaand 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 pestilence – as Zika spreads, aided by politicalcontroversy and paralysis.

　　As extraordinary as these times may seem to us, Harvard reminds us we have been herebefore. It is in some ways reassuring at this 365th Commencement to recall all that Harvardhas endured over centuries. A number of these festival rites took place under clouds of war;others in times of financial crisis and despair; still others in face of epidemics – from smallpoxin the 17th century to the devastating 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 inour alma mater about 'Calm rising through change and through storm.' What does that meanfor today's crises? Where do universities fit in this threatening mix? What can we do? Whatshould we do? What must we do?

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

　　We look at Widener Library and see a great edifice, a backdrop of giant columns where photosare taken and 27 steps are worn down ever so slightly by the feet of a century of students andscholars. We also see a repository of learning, with 57 miles of shelving at the heart of a librarysystem of some 17 million books, a monument to reason and knowledge, to the collection andpreservation of the widest possible range of beliefs, and experiences, and facts that fuel freeinquiry and our constantly evolving understanding. A vehicle for Veritas – for exploring thepath to truth wherever it may lead. A tribute to the belief that knowledge matters, that factsmatter – 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 thatknowledge gives.' Or as early 20th-century civil rights activist Nannie Helen Burroughs put it, 'education is democracy's life insurance.'

　　Evidence, reason, facts, logic, 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 thebedrock of education, and of an informed citizenry with the capacity to lead, to explore, toinvent. Yet this commitment to reason and truth – to their pursuit and preeminence –seems increasingly a minority viewpoint. In a recent column, George Will deplored thenation's evident abandonment of what he called 'the reality principle – the need to assessand adapt to facts.' Universities are defined by this principle. We produce a ready streamof 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 reasonfor being discounted and undermined? First, we must maintain an unwavering dedication torigorous assessment and debate within our own walls. We must be unassailable in ourinsistence that ideas most fully thrive and grow when they are open to challenge. Truthcannot simply be claimed; it must be established – even when that process isuncomfortable. 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 whatStephen Colbert so memorably labeled as 'truthiness' (and he also actually sometimes called it'Veritasiness!'), only then can we credibly call for adherence to such standards in public lifeand in a wider world.

　　We must model this commitment for our students, as we educate them to embrace theseprinciples – in their work here and in the lives they will lead as citizens and leaders of nationaland 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 intendedto honor and memorialize responsibility – not just the quality of men and women's thoughts,but, as my predecessor James Conant put it, 'the radiance of their deeds.' The more than1,100 Harvard and Radcliffe students, faculty, and alumni whose names are engraved on itswalls gave their lives in service to their country, because they believed that some things hadgreater value than their own individual lives. I juxtapose Widener Library and Memorial Churchtoday because we need the qualities that both represent, because I believe that reason andknowledge must be inflected with values, and that those of us who are privileged to be part ofthis community of learning bear consequent responsibilities.

　　Now, it may surprise some of you to hear that this is not an uncontroversial assertion. For thismorning's ceremony, I wore the traditional Harvard presidential robe – styled on thegarment of a Puritan minister and reminding us of Harvard's origins. Values were an integralpart of the defining purpose of the early years of Harvard College, created to educate a learnedministry. Up until the end of the 1800s, most American college presidents taught a course onmoral philosophy to graduating students. But with the rise of the research university in the latenineteenth and early twentieth century, moral and ethical purposes came to be seen as atodds with the scientific thinking transforming higher education.

　　But in today's world, I believe it is dangerous for universities not to fully acknowledge andembrace 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 chooseto ask and the research we decide to support; the standards of integrity we expect of ourcolleagues and students; the community we build and the model we offer: All of this is centralto who we are.

　　We can see these values clearly in the choices and passions of our faculty and students: in themotto of Harvard Business School, which you heard this morning uttered by the dean, thecommitment to make 'a difference in the world.' Most of the University would readilyembrace this sentiment. In the enthusiasm of students and faculty, we see it as well. Fromacross the University – graduate, professional, and hundreds of undergraduates – we see aremarkable enthusiasm, for example, for the field of global health because it unites thepower of knowledge and science with a deeply-felt desire to do good in the world – to lead livesof meaning and purpose. This spirit animates 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, publicservants – into the world.

　　For our youngest students, those just beginning to shape their adult lives, those who todayreceived what the ritual language of Commencement calls 'their first degree,' for them, thesequestions of values and responsibility take on particular salience. Harvard College is aresidential community of learning with a goal, in the words of its dean, of personal and socialas well as intellectual transformation. Bringing students of diverse backgrounds to livetogether and learn from one another enacts that commitment, as we work to transformdiversity into belonging. In a world divided by difference, we at Harvard strive to be united byit. In myriad ways we challenge our students to be individuals of character as well as oflearning. We seek to establish standards for the College community that advance ourinstitutional purposes and values. We seek to educate people, not just minds; our highestaspiration is not just knowledge, but wisdom.

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

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