作者：Jeffrey Sean Lehman
出版社：北京语言大学出版社
格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT
乐观的心(新东方)(English Edition)试读：
Acknowledgments
Most of this book was completed while I was a resident senior scholar at the Woodrow Wilson International Center for Scholars in Washington, D.C. The Wilson Center is an extraordinary intellectual community, a worthy memorial to America’s relentlessly optimistic president, its only president to hold a PhD and to have served as a university president as well. The success of the Wilson Center derives in significant part from the intellectual leadership provided by its director, Lee Hamilton, and its deputy director, Mike Van Dusen. I am enormously grateful to Lee and Mike for their support and colleagueship and for the intellectual stimulation I received from the other scholars, fellows, and staff in residence at the Center along with me.
The speeches that constitute this book derive from the unique and important world that is Cornell University. It is at some peril that I identify some members of that community by name, because as soon as this book is in press I will be certain to regret the omission of others. But the alternative—to refrain from identifying specific individuals—is even more imperfect.
The risks of selectivity are especially severe when it comes to Cornell’s faculty, the steadfast keepers of the flame of intellectualism. Six faculty members, however, were especially important in shaping my belief in the importance of the president’s voice. Three members of the Cornell English department—Mike Abrams, Alice Fulton, and Ken McClane—inspired me with their deep appreciations for the interrelationship between thought and expression and with their superb abilities to write in ways that touch the reader’s mind and heart. History professors Steve Kaplan and Walter LaFeber have been role models to me since my undergraduate days at Cornell, and each has, in his own way, used an extraordinary set of rhetorical gifts to promote ethical values that I cherish. And Roald Hoffman has, through a multidimensional career, embodied an ideal that I believe important for our future as a species—the fusion of insights from science and the humanities into an integrated worldview.
The treasures within Cornell’s system of libraries and museums are a source of living inspiration only because staff leadership is committed to ensuring that it is so. I am especially grateful to Librarian Sarah Thomas, Archivist Elaine Engst, and Johnson Museum Director Frank Robinson for their willingness to help me draw on those treasures in speaking about the university. I would also like to express my gratitude to university historian Carol Kammen for sending me the 1869 student letter that became the linchpin of my inaugural address in Chapter 6.
At most universities, and Cornell is no exception, the critical academic leadership is found within the community of deans. They are charged with the impossible task of nurturing individual faculty creativity while collaborating with one another to forge an effective university community that produces public goods and resolves the many challenges of collective action. The deans I worked with at Cornell were Patsy Brannon, David Butler, Bob Constable, Kent Fuchs, Susan Henry, Ed Lawler, Peter Lepage, Porus Olpadwalla, Alison Power, Stewart Schwab, John Silicano, Don Smith, Lisa Staiano-Coico, Bob Swieringa, and Charlie Walcott. They faced the challenges of their roles with extraordinary skill and good humor, and their sense of mission and purpose were essential to the success of the Call to Engagement planning enterprise described in Chapters 6 and 7. I should give special recognition to Bob Constable, who was a more-than-equal partner in developing the ideas that are included in Chapter 13.
The complexity of a large research university means that a modern president’s success ultimately depends on the talent and dedication of senior administrators with “line responsibilities.” The successes of my presidency reflected in significant part my ability to repose trust in a dedicated group of administrators, and the largest portion of my daily time was devoted to individual and group meetings with Tommy Bruce, Hal Craft, Steve Golding, Tony Gotto, Steve Johnson, Biddy Martin, Van McMurtry, Jim Mingle, Susan Murphy, Mary Opperman, Inge Reichenbach, and David Wippman. Each, in his or her own way, contributed to the development of the voice that comes through in the following pages.
Within the small Office of the President, three colleagues made inestimable contributions to the development of my understanding of the larger university. Ann Huntzinger combined consummate professionalism and loyalty with a deep understanding of the university and the many people who care about it. Connie Kintner provided me with superb research assistance, displaying an uncanny ability to understand my goals and to suggest books that might support my arguments. And Barb Krause, senior advisor to the president, was a wise and indispensable sounding board and editor.
Cornell is governed by a large and diverse board of trustees. As I explain in Chapter 9, my decision to resign after only two years derived from an irreconcilable difference of views with the board’s senior leadership that emerged suddenly, between February and May 2005. Before that surprising turn of events, however, I enjoyed a satisfying, educational, and productive partnership with Chairman Peter Meinig and the executive committee, and our successes were truly a joint product. And even after the rupture with the senior leadership, I have been grateful for the continued support I have received from the larger board, in ways great and small.
To be a university president is to ask much of one’s family. Willingly or not, they are cast into public roles. In many contexts they find that others are less interested in their individual identities than in the fact of their relationship to the president. They adjust and re-adjust their daily schedules to accommodate the changing demands on their loved one’s time, all the while seeing their share of that time dwindle.
No one could be more blessed than I have been when it comes to family support. My parents, Leonard and Imogene, always have been unconditionally supportive of my activities, and that support extended to my time as Cornell’s president as well. My youngest son, Benjamin, adjusted to my living in a different city with a spirit of adventure and understanding, going so far as to be the youngest student in Cornell Adult University classes. In this regard and in many others, I am very grateful to his mother, Diane, for her adaptability and flexibility in enabling Benjamin and me to have as much time together as possible. Jacob saw the middle years of his undergraduate time at Cornell re-fashioned, and he was able to use that experience to deepen his opportunities at Cornell without allowing it to deform his life as a student. He made time to read and edit several of the speeches in this volume, and he was a valuable ear to the ground for me within the Cornell student community. And from her vantage point in graduate school, Rebecca was able to give me new perspectives on the academic enterprise that could not have been imagined. My step-daughters, Monica and Julia, were remarkably generous and accepting of the startling changes the presidency worked on my life, and on the life of their mother. In ways large and small, my voice in these speeches reflects the contributions and thoughts of all five children—especially in my convocation addresses to entering students, where the selection of the movies The Big LebowskiandZoolanderas points of thematic focus in 2003 and 2004 respectively came only after extensive family discussion.
Most of all, however, this book reflects the devoted contributions of my wife and best friend, Kathy Okun. She read and criticized every word before it was delivered, understanding the issues of tone and substance with subtlety and judgment. She put her own career on temporary hold in order to accept the roles of “first lady” and “senior university advisor” at Cornell, and she won admiration across the Cornell community for the energy and creativity she brought to those roles. Most importantly, she gave me the honest and loving support and counsel that made the job of the presidency a daily delight for me. I dedicate this book to her.
To Chinese Readers
This book is a collection of speeches about life within a great research university. I wrote and delivered them while I was serving as president of Cornell University; they are intended to be read by anyone who wonders what higher education should be like in the twenty-first century.
Since 2008 I have been living and working in China, serving first as the leader of the Peking University School of Transnational Law, and now of Shanghai New York University. My time in China has helped to nurture within my American identity something that I call a transnational soul. My life has been much more fulfilling because I have had the opportunity to experience it from several different cultural standpoints.
It has been a privilege for me to participate in a movement to create new Chinese institutions of higher education that prepare the next generation of global leaders to be creative innovators who can bridge cultural differences. Engaging with today’s students in this way has brought a powerful new wave of optimism into my heart.
I hope that you enjoy these speeches, and that as you read them you will share my excitement about the changes that are unfolding around us.Jeffrey S. Lehman致中国读者
本书是一本演讲集，它呈现了一所伟大的研究型大学中的生活。这些演讲稿是我在担任康奈尔大学校长期间撰写并发表的，所面向的是那些希望了解21世纪高等教育应有的发展状况的读者。
自2008年以来，我一直在中国生活和工作，先是在北京大学国际法学院担任院长，目前在上海纽约大学担任校长。作为一个美国人，在中国的这段时光使得某种东西在我的这种身份里滋长——我把它称做跨国界的灵魂。我有机会从几种不同的文化视角出发，经历自己的生命，它因而变得远更充实、丰盈。
能够投身到一次创建新型中国高等教育机构的运动中，实属我的殊荣。这种新型机构意在培养下一代全球领袖，使他们成为富有创造力的、能够跨越文化差异的创新者。以这种方式与当今的学生交流、接触，为我的心灵注入了一股强大的乐观主义新潮。
我希望你们会喜欢这些演讲，并希望你们在阅读这些演讲稿时，能够分享我对我们周围正在发生的变化所感受到的兴奋之情。杰弗里 S. 雷蒙Foreword
BY DAVID J. SKORTON,
TWELFTH PRESIDENT OF CORNELL UNIVERSITY
The care with which Cornell’s eleventh president, Jeffrey Lehman ‘77, crafted his speeches, his thoughtful, erudite references—from scientific texts to classic literature to popular culture and beyond—and the way he intimately connected to each specific audience not only defined him as an outstanding and dynamic speaker but also compelled Cornell to move forward confidently toward its future.
The desire to lend a hand in moving Cornell forward is found in every one of Jeff Lehman’s speeches. Through his words and actions, he paved the way for Cornell to be considered a strong global force in human capacity building and outreach, a leader in research, and a promoter of the humanities.
I truly admire Jeff for his strong vision, high aspirations, and skill as a wonderfully effective communicator. An Optimistic Heartwill be an essential part of the Cornell history.前 言戴维·J. 斯科顿康奈尔大学第12任校长
杰弗里·雷蒙是康奈尔大学的第11任校长，也是该校1977届的学生。他的每一篇演讲都是精心之作。他富有思想的旁征博引——从科学文本到经典文学再到流行文化不一而足——以及他紧扣特定听众心弦的每一场演讲，不仅将他界定为一位非凡的、充满活力的演讲人，也推动了康奈尔自信地走向她的未来。
杰弗里·雷蒙的每一篇演讲都体现了他希望推动康奈尔前进的愿望，他用自己的言行为康奈尔大学铺平了道路，使康奈尔成为了人们心目中提升和拓展人类能力的一股强大的全球性力量，成为了研究领域的领袖和人文学科的推动者。
我真心仰慕杰夫的远见、崇高的抱负和极有效力的交流技能。《乐观的心》将成为康奈尔历史的重要组成部分。
Introduction
The speeches inthis book are about one of the world’s great universities. Such universities are a precious resource for our world, and for that reason most everyone has an interest in their well-being. That is certainly true for the local community in which a university is often the most significant institutional actor and for the governments that invest in university research and feel the public benefits of university service. It is true for a broad array of domestic and international partners—foundations, corporations, other universities—who collaborate with universities on projects large and small. It is especially true for the students whose lives are transformed by their experiences on campus, and by extension for their loved ones. It is true for the former students, the alumni whose identities are often defined in significant part by their continued affiliation with alma mater and whose philanthropy continues to enable American universities to operate at a higher level of excellence than almost any other universities in the world.But it is most true for the faculty, individuals who have committed themselves to lives of research and creative activity—and to sharing the fruits of their labors with the next generation in a manner that can inspire them and prepare them for lives of contribution and satisfaction. To succeed in their work, faculty members need universities to perpetuate values that are not found in other parts of society, with commitments that often seem mysterious or wrong-headed to those who are accustomed to working in non-academic environments. At the same time, faculty need their universities to furnish the multitude of intellectual and material resources that their work requires.Many have spoken and written about the complex array of responsibilities that constitute the life of the president of a contemporary research university. Much of that work is, of course, private. Presidents must be administrators and managers, engaged in the kind of recruiting and hiring and firing, supervising and evaluating, budgeting, planning, negotiating, and decision-making that are familiar to chief executives within the private sector and the public sector as well. They also must be fundraisers, cultivating and soliciting support from a diverse group of benefactors and ensuring that gifts received are expended with a spirit of ethical stewardship.The work of a university president is somewhat less typical in that it also includes a profoundly important public dimension. Presidents have permission, and a responsibility, to address public audiences. Often the occasions for speechmaking are purely ceremonial: a quasi-benediction to open a conference, or some light words of thanks to conclude a dinner. But with a frequency that is remarkable in contemporary society, university presidents are offered the podium and asked to address a large and attentive audience about some matter of public consequence.During my tenure as Cornell’s president, it was important to me that I treat such offers as special opportunities. A significant element of university leadership is the need to present a vision of the purposes that one’s particular institution serves and to galvanize a shared sense of commitment to that vision. I believed that my public addresses were essential to that endeavor.The purpose of this volume is to put before a broad audience the most significant speeches that I delivered, as an ensemble, so that they may be understood both as individual compositions and as elements of a more considered whole. As importantly, I attempt to set forth explicitly the thought processes that led me to write and deliver the addresses in the form that you find them here. To the extent these speeches were successful—and some were obviously more successful than others—they succeeded by offering ideas that I believe in, using a voice that is authentic, and deploying oratorical techniques that are susceptible to analysis and criticism. As much as the substance of the ideas included in this volume, I believe the speeches offer an instructive window on the potential and limitations associated with this distinctive rhetorical form. It is my hope that others will benefit from the opportunity to examine the choices that I made and to consider whether and why those choices were or were not effective.The speeches that I selected for inclusion are grouped into three sections. The first section comprises speeches directed to an audience primarily of students and their parents. Each speech addresses the experience of being a student, either prospectively or in retrospect. Each advocates a particular stance on what it means to be educated and to live an ethical and intellectually engaged life.The second section comprises speeches directed to thecommunities that are responsible for university governance—primarily faculty, trustees, staff, and engaged alumni. Each speech addresses some aspect of university planning and governance. Each advocates a particular stance on the dialectical process through which the faculty, the university president, and others shape the critical decisions about how a university allocates scarce resources.The third section comprises speeches directed to broad audiences of individuals concerned with the role of the university in the larger world. Each speech addresses a substantive feature or challenge of contemporary life. Each advocates a particular stance on how a university—or at least how Cornell University—might contribute to humanity’s response to those challenges.One of the characteristics that distinguishes a public address from other prose forms is that it is meant to be seen and heard, rather than read. That fact poses an inescapable problem for a book of speeches—in order to evaluate the speeches as speeches, the reader is forced to imagine a mode of delivery, and that act of imagination may or may not map very well onto reality. I have attempted to respond to this challenge by posting three of the 14 speeches (Chapters 3, 6, and 7) online at www.optimistic-heart.com (where they may be viewed as streaming video or download). Those who are interested will be able to glean a clear sense of the manner in which the talks were delivered, opening further opportunities for analysis and criticism.In preparing this collection, my goal is to offer readers an understanding of both the substantive values and the techniques of expression that coalesced into my speeches as Cornell’s eleventh president. My anticipation is that such an understanding will be of instrumental benefit as readers consider the substantive ends of higher education as well as the ways they choose to speak to public audiences. I also hope that readers will find satisfaction in the simple experience of reading these addresses, approximating the experience of those who heard them initially.序言本书中的演讲都是关于一所世界名校的讲话。这样的名校是我们这个世界的珍贵资源，这也是大家对这些大学的福祉关心的原因。这对当地的社区来说确实如此，因为一所大学常常在当地社区中扮演最重要的机构性角色。这对许多政府来说也是如此，因为政府在投资大学研究项目的同时，又能感受大学服务带来的公共利益。这对国内外一大批合作伙伴——基金会、公司和其他大学来说也是如此，它们跟大学在大大小小的项目上进行合作。这对众多的学生来说尤其如此，他们的人生因其校园生活经历而发生改变，由此引申，也惠及他们的亲人。这对已经毕业的学生来说也是如此，其校友身份在很大程度上就是因为他们继续和母校保持联系，他们的捐款继续使得美国的大学能够在比世界上几乎所有大学都高的水平上运作。
但是这对我们的教师来说最是如此。教师们把他们毕生的精力献给了科研和创造性的活动——和下一代分享他们的劳动成果，激励他们，帮助他们为在未来过上有贡献和令人满意的生活作好准备。要胜利完成这个任务，教师们需要大学坚守那些在社会的其他地方无法找到的价值观，这种坚守常常会让习惯于非学术工作环境的人们觉得不可思议或是执迷不悟。与此同时，教师们需要大学来为他们提供工作所需的众多精神和物质资源。
许多人都曾经谈论过或者写过当代研究型大学的校长在生活中所应该担当的一系列错综复杂的责任。其中的许多工作当然都是私人工作。校长们必须是行政人员和管理人员，参与招收学生的工作，参与招聘或解聘的工作，参与监督和评估工作，参与预算和计划制订的工作，参与谈判和决策的工作，所有这些都是私企和国企领导们熟悉的工作。他们还必须去筹款，去培养和不同捐款人的关系，请求他们的支持，确保花费的每一分捐款都符合伦理管理精神。
大学校长的工作也有不太具代表性的一面，也包括至关重要的公众层面的活动。大学校长可以，也有责任，对公众发表讲话。讲话的场合经常是纯粹仪式性的：类似对大会开幕的祝福，或晚宴结束时的简短致谢等。但是，当代社会越来越突出的一点是，大学校长经常应邀走上讲台，对专心的广大听众发表讲话，讨论大家关心的公共问题。
在我担任康奈尔大学校长期间，对我来说，重要的是我应该把类似的邀请都看做是特别的机会。大学领导者的一项重要工作就是需要向人们展示大学的办学愿景，唤起大家的参与感，共同献身这一愿景。我相信，我对公众发表的讲话对于实现这一使命是必要的。
出版本书的目的是要把我发表过的最重要的讲话结集成册，呈现给广大读者。这样，这些讲话就既可以当做单独的文章去理解，也可以当做经过深思的整体的一部分去理解。重要的是，我试图把我当时写作和演讲的思考过程以读者在这里看到的形式阐述出来。就这些演讲的成功程度而言——其中有些演讲显然比别的演讲更加成功——它们获得成功是因为我在其中提出了我相信的思想，语气真诚，并且运用了可能招来剖析和批评的演讲技巧。就本书包含的思想实质而言，我相信这些演讲可以向读者提供一个富有教益的窗口，使他们看到演讲这种与众不同的修辞形式所具备的潜力和局限性。我希望其他人有机会来审视我当时所作的选择，思考我的那些选择是否有效以及为什么有效或者无效，并因而得益。
我为本书挑选的演讲分为三个部分。第一部分的演讲主要面向学生和其家长。无论是展望未来还是回首往事，每一篇演讲都谈到做学生的经历。每一篇演讲都提出了一种特定的立场，论述了接受教育的意义以及过上有道德的、精神丰富的生活的意义。
第二部分的演讲主要面向负责治理大学的人群——主要是教师、校董、职员和参与学校工作的校友们。每一篇演讲都谈到了大学规划和治理的某个方面。每一篇演讲都在思辨过程中提出了一种特定的立场，教师、大学校长和其他人都可以借此来影响大学应该如何分配稀缺资源的重要决定。
第三部分的演讲主要面向那些关心大学在这个大世界中应该发挥什么作用的广大个体听众。每一篇演讲都讲到了当代生活的根本特性或挑战。每一篇演讲都提出一种特定的立场，论述了大学——至少是康奈尔大学——应该如何帮助人类应对那些挑战。
面向公众的演讲和其他文章的特征是不同的，其中一点在于演讲是用来观看和聆听的，而不是用来阅读的。这个事实给演讲集提出了一个无法逃避的问题——为了把演讲作为演讲来评估，演讲集的读者需要去想象演讲的方式，这样的想象行为也许能够也许不能够清晰地展现当时的情景。针对这一问题，我的应对方式是把14篇演讲中的3篇（第3、6、7篇）上传到了《乐观的心》的网站（www.optimistic-heart.com）上（这几篇演讲可以通过在线视频或下载观看）。感兴趣的读者将会彻底弄清楚演讲的方式有何不同，由此可以有进一步的机会来进行分析和批判。
我准备这本演讲集的目的是，帮助读者去理解我作为康奈尔大学第11任校长在演讲中所传递的价值观和表达技巧。当读者在思考高等教育的根本宗旨以及面向公众演讲所选用的方式时，我希望这样的理解是具有指导意义的。我也希望，读者即使只是阅读这些演讲，也能和当初聆听这些演讲的人一样，体会到一种满足感。
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