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When the World Is on Fire


– Yale College Opening Assembly Address to Class of 2025


Peter Salovey, President of Yale University

耶鲁大学校长 苏必德

Saturday, August 28, 2021


Good morning, everyone! To all Eli Whitney students, transfer students, visiting international students, and first-year Yale College students: Welcome to Yale!

早上好!致所有Eli Whitney项目录取的学生、转学生、来访的国际学生和耶鲁本科学院一年级新生:欢迎来到耶鲁!

Let me begin by saying it is good, really good, to see you here today.


And many families and loved ones are watching today’s ceremonies online. And on behalf of my colleagues here on stage and the entire Yale community, I want to extend a warm greeting to everyone joining us, wherever you are right now.


This is a big moment – for you, our newest students, and for Yale.


I am so glad you are here.


Fifty-one years ago, university President Kingman Brewster delivered an address to the entering class of new undergraduates, welcoming them to Yale, just as I am doing now. At the time, the university was coming out of a very unusual year. (We can relate!) Just a few months earlier, in May 1970, tens of thousands of people from across the country had come to New Haven – and to Yale – to protest the trials of Bobby Seale and Ericka Huggins, leaders of the Black Panther Party, who were being tried for murder. Thousands of National Guard troops had been deployed to the city as some expected the protests to turn violent. The situation was extremely tense. Fortunately, reason prevailed, the protests remained largely peaceful, and no one was seriously injured, let alone killed.

五十一年前,耶鲁大学校长Kingman Brewster Jr.面向新入学的本科生发表演讲,欢迎他们来到耶鲁,就像我现在所做的一样。当时,耶鲁大学刚刚经历了非常不寻常的一年。因为几个月前,也就是1970年5月,来自全美各地的数万人涌入纽黑文和耶鲁大学,抗议对黑豹党领导人Bobby Seale和Ericka Huggins有关谋杀罪的审判。一些人预估抗议活动会演变成暴力,成千上万的美国国民警卫队被部署到这座城市,局势一度十分紧张。幸运的是,理性最终占据了上风,抗议活动保持了极大地克制,没有人受重伤或死亡。

Still, these events rocked Yale’s campus. War was raging in Southeast Asia. Movements for civil rights and women’s rights were heading in new directions, and across society, it seemed like a younger generation was rising up to challenge the old guard. Against this backdrop, many people were wondering about Yale’s future. They were uncertain about the university’s role – its purpose – in a rapidly changing and unpredictable society.


Standing here today, I’m feeling many of the same emotions that President Brewster must have felt in 1970. Looking out over that gathering of new students, he knew many of them were anxious; he knew they had questions about what they would do at Yale and many more about the kind of society they would encounter when they graduated. Yet, in his speech, he was asking them to study, to go to the library, to write papers, to conduct experiments. He was asking them to be students.


And so he gave voice to a question that was probably on the minds of many, a question I also pose to you today. He asked, and these are his words, “Where then is the purpose which makes patient learning supportable when the world is on fire?” … “Where then is the purpose which makes patient learning supportable when the world is on fire?”


Today, again, it seems like the world is on fire, literally and metaphorically. The United States is in the midst of its greatest crisis since 9/11. We are fighting a global pandemic, which will be, for many of us, the most significant geopolitical, and perhaps personal, event of our lives.

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But that is not all. This summer, we have witnessed terrible wildfires, drought, and flooding in many corners of the globe. Some of you have experienced these climate disasters firsthand. Not only climate change, but also racism, extremism, the widening gulf between the rich and poor – these are complex challenges that call out for urgent and concerted action.


The world is on fire, and again we asked, what is our purpose here? And how do we learn – patiently, seriously, and rigorously, as I sincerely hope you will – in times such as these?


In thinking about the answer to this question, I was reminded of Musar, sometimes called Mussar in English, a nineteenth-century Jewish movement that came out of Lithuania, very close to where my ancestors were rabbis. The central idea of the Musar movement – and of similar religious and ethical practices beyond Judaism – is that we must improve ourselves before looking outward at society seeking to change it. We must examine our values, expand our knowledge, and develop our empathy and imagination.


One of the rabbis of the time is said to have told this story: “I set out to try to change the world, but I failed. So I decided to scale back my efforts and only try to influence the Jewish community of Poland, but I failed there, too. So I targeted the community in my hometown of Radin, but achieved no greater success. Then I gave all my effort to changing my own family and failed at that as well. Finally, I decided to change myself, and that’s how I had such an impact on the…world.”


Much like this sage, we are here to make an impact on our communities and on the world. Don’t get me wrong. But first, we must start by improving ourselves. Your college years are a time to develop your strengths and talents; to challenge yourself in ways you did not think possible; to gain knowledge and understanding; and to explore. Here at Yale, you will encounter new ideas and engage with people from different backgrounds and walks of life. You will take intellectual risks, and ask questions about everything from the structure of the cosmos to the structure of a novel.


Improving yourself means leaving your comfort zone. Signing up for classes that sound interesting but unfamiliar. Going to office hours with slightly intimidating professors; you may be surprised by the conversation that unfolds. Attending talks by speakers whose views are different than yours – and really listening to their arguments. Regardless of what you study or the clubs you join, I promise you that you will not leave Yale the same person you are today. You will be changed, transformed, by Yale.


We know that you are ready for these challenges, and we are excited to see what contributions you will make to Yale; how you will write new chapters in our shared history in the coming days, weeks, and years.

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Thinking back to that spring of 1970, I’m reminded of four Yale College students who, with others, played a pivotal role in the May Day events: Kurt Schmoke, Ralph Dawson, Bill Farley, Glenn de Chabert. They were serious students and active…and active in founding and leading the Black Student Alliance at Yale. Two would be named Rhodes Scholars. That spring, along with Kingman Brewster, his special assistant Sam Chauncey, and other administrators, these students showed exemplary leadership during a time of crisis. They were instrumental in helping keep the peace on campus, and most likely, saving lives.

回想1970年的那个春天,我想起了耶鲁本科学院的四名学生:Kurt Schmoke,Ralph Dawson,Bill Farley和Glenn de Chabert,他们和其他人一起在五月事件中发挥了关键作用。他们是严肃认真的学生,积极创建和领导了耶鲁大学的黑人学生联盟,其中两人被评为罗德学者。那年春天,这些学生与校长Brewster、和他的特别助理Sam Chauncey,以及其他耶鲁行政人员一起,在危机时刻表现出了典范式的领导能力,在帮助维持校园和平方面发挥了重要作用,可以说挽救了许多生命。

The world was on fire, but their time at Yale prepared them to tackle important challenges then and after graduation: one as a big-city mayor and university president, others as distinguished attorneys; all as engaged community members. Like generations of alumni, these Yalies were deeply committed to making themselves better, making the university better, and making the world better.


You, too, are joining the Yale community at a historic moment. We are surrounded on all sides by fires small and large. And yet I can think of no better moment to be at Yale. We begin this academic year with a renewed commitment to nurture this community and the people in it. Yalies, you will soon discover, love to learn. They seek out new experiences, and they immerse themselves fully in everything they do. At Yale, you can study with top public health experts who are advising governments on the pandemic response. You can take a seminar with a Pulitzer Prize-winning historian of Frederick Douglass or a leading authority on John Milton. You can conduct research alongside faculty members in over 1,200 laboratories.


Yale’s great strength – now, as always – is that we learn from and are inspired by one another. Although we come from different places, we share a common purpose, and that is to improve ourselves, so that we can improve the world. Yale’s mission statement expresses our highest ambitions. It says, in part, “Yale is committed to improving the world today and for future generations.” It goes on to say, “Yale educates aspiring leaders worldwide who serve all sectors of society.”


You, you are those aspiring leaders, and this mission is our answer to the question my predecessor asked over fifty years ago. I believe the “patient learning” President Brewster spoke of means deep engagement in your studies; it means challenging your thoughts and beliefs; it means expanding the frontiers of knowledge – your own, and then the world’s. It means using your time at Yale to prepare for the trials ahead. In this sense, patient learning is not only supportable but essential if we are to fulfill Yale’s mission and, indeed, improve the world.


I will end with lyrics written by one of my favorite folk singers, Woody Guthrie, in his song, “World’s on Fire.” His words are only too applicable: “While the skies they’re clearing / We’ll rise up dreaming; / Build our city from the ashes.”

最后,我想以我最喜欢的民谣歌手之一伍迪·格思里(Woody Guthrie)的歌曲中的几句歌词结束今天的演讲:


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Yes, the world is on fire, but right in front of me, I see many reasons for optimism. Together, as part of this community, you will dream, you will build, and you will prepare for lives of leadership and service.


Welcome to Yale!


耶魯大學開放課程:音樂欣賞 Open Yale course:Listening to Music 01

Lecture Chapters
Introduction to Listening to Music [00:00:00]
Why Listen to Classical Music? [00:03:24]
Course Requirements and Pedagogy [00:12:15]
Diagnostic Quiz [00:21:15]
Pitch [00:34:09]
Rhythm [00:42:06]

Professor Wright introduces the course by suggesting that \”listening to music\” is not simply a passive activity one can use to relax, but rather, an active and rewarding process. He argues that by learning about the basic elements of Western classical music, such as rhythm, melody, and form, one learns strategies that can be used to understand many different kinds of music in a more thorough and precise way and further, one begins to understand the magnitude of human greatness. Professor Wright draws the music examples in this lecture from recordings of techno music, American musical theater, and works by Mozart, Beethoven, Debussy and Strauss, in order to introduce the issues that the course will explore in more depth throughout the semester.

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耶魯大學開放課程:音樂欣賞 Open Yale course:Listening to Music 01

迈克尔·桑德尔 正义 如何做是好?【12集完整版】哈佛公开课,课程偏向以【社群主义】立场 解读 康德主义道德哲学 ;(YouTube下方置顶评论内 点击蓝色时刻,可以直接跳转分集)

温馨提示: (本课程内容实际是描述康德主义,授课教授以社群主义的观点解读康德主义,来反驳约翰·罗尔斯的《正义论》。肥洲建议准备观看此课程的朋友,先谨慎梳理【社群主义】与【自由主义】、【个人主义】的区别,再观看。)
主题:正义,如何做是好? Justice ,What’s The Right Thing To Do?
主讲:迈克尔·桑德尔 Michael J Sandel
01、杀人的道德侧面 / 同类相残案 (0:00)
02、为生命标价 / 如何衡量快乐 (54:55)
03、选择的自由 / 我属于谁 (1:50:05)
04、我的地盘我做主 / 满合法年龄的成年 (2:45:13)
05、是否雇佣顶替自己服役的人? / 出售母亲 (3:40:11)
06、考虑你的动机 / 道德的标准 (4:35:21)
07、谎言的教训 / 协议就是协议 (5:30:34)
08、公平的起点 / 我们该得到什么 (6:25:38)
09、平权行动的争议 / 目的是什么 (7:20:45)
10、好公民 / 自由与适应 (8:15:45)
11、共同体主张 / 我们的忠诚在哪里? (9:10:53)
12、同性婚姻的争论 / 美好生活 (10:06:03)

迈克尔·桑德尔 正义 如何做是好?【12集完整版】哈佛公开课,课程偏向以【社群主义】立场 解读 康德主义道德哲学 ;(YouTube下方置顶评论内 点击蓝色时刻,可以直接跳转分集)

耶鲁大学开放课程:聆听音乐 Open Yale course:Listening to Music 02

Lecture Chapters
Distinguishing \”Songs\” from \”Pieces\”: Musical Lexicon [00:00:00]
Genres, Motives, and Themes [00:04:24]
Introduction to the French Horn and Partials [00:16:52]
The Bassoon and the Viola [00:23:03]
Mussorgsky and the Basic Principles of Acoustics [00:29:14]
Dissonance and Consonance in Strauss’s \”Death and Transfiguration\” [00:40:31]
This lecture provides an introduction to basic classical music terminology, orchestral instruments, and acoustics. Professor Wright begins with a brief discussion of the distinctions between such broad terms as \”song\” and \”piece,\” briefly mentioning more specific terms for musical genres, such as \”symphony\” and \”opera.\” He then moves on to describe the differences between a \”motive\” and a \”theme,\” demonstrating the distinction between the two with the use of music by Beethoven and Tchaikovsky. Following this, he calls upon three guest instrumentalists on French horn, bassoon, and viola to give a brief performanceintroduction to each instrument. He concludes the session with a discussion of acoustics, focusing on the concept of partials, and then brings the lecture to a close with commentary on Richard Strauss’s tonepoem, Death and Transfiguration.

耶鲁大学开放课程:聆听音乐 Open Yale course:Listening to Music 02


耶鲁大学坐落于美国康州纽黑文,是世界著名的私立研究型大学、全美第三古老的高等学府。 耶鲁也是著名的常春藤联盟成员。
耶鲁大学最初由康涅狄格州公理会教友于1701年创立,耶鲁大学作为美国最具影响力的私立大学之一,是美国历史上建立的第三所大学,美国大学本科排名第3。 此外,耶鲁大学还走出了包括比克林顿、布什在内的5位美国总统,以及19位美国最高法院大法官、16位亿万富豪等等。
耶鲁大学的教授阵容、课程安排、教学设施方面堪称世界一流。 [34] 截止2019年10月,耶鲁大学校友、教授及研究人员中, 共产生了62位诺贝尔奖得主,耶鲁校园的260座建筑物涵盖各个历史时期的设计风格,被誉为“美国最美丽的城市校园”。
耶鲁人文教育的目标之一是培养学生的人文情怀—— 一种探索人生真谛的理性态度,即关怀人生价值的实现、人的自由与平等以及人与社会、自然之间的和谐等。因而在耶鲁的校徽上,书写着“光明与真知”几个字,那就是继承欧洲人文科学传统,为教会,更具体地说是为公理、为民众培养的神职人员——在耶鲁1701年的宪章上写道:教育的目的是使年轻人“能为教会和公共事业服务”。现任校长理查德·莱文也说:“让青年学生们用自己在学术、艺术等专业上的成就为社会做出贡献,为人类生存条件的改善而工作。”


走马观花看:耶鲁大学 4K


走马观花看:耶鲁大学  4K

นอกจากการดูบทความนี้แล้ว คุณยังสามารถดูข้อมูลที่เป็นประโยชน์อื่นๆ อีกมากมายที่เราให้ไว้ที่นี่: ดูวิธีอื่นๆMusic of Turkey

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