香港中文大学沈祖堯校長在就職典禮上的講辭

列印

2010-12-16

    各位校董、各位同事、各位同學、各位校友:

    獲委任為香港中文大學第七任校長,我感到無比榮幸又感到兢兢業業。創辦這所大學的,是一群以弘揚中國文化與思想為己任的學者,他們以無比的熱情教育年輕人成為成熟和負責任的成人。這些前輩先賢指出,要令我們的國家和世界變得更進步更美好,科學與技術固然重要,但人文學科也不可或缺。他們憑著這些信念,在六十多年前為這所大學奠下穩固的根基。

    中文大學在歷任校長的英明領導下,成為亞洲頂尖的研究型綜合大學。我們引以為傲的雙語雙文化傳統、融會東西文化的深厚人文主義精神、堅定推行的通識和全人教育,以及藉著書院提供的獨特生活教育和關顧,在過去近半個世紀令我們屹立於世界一流學府之林。但是,我們今天面對前所未有的挑戰。

    全球的大學教育正在急遽改變。世界各國埋首於追逐經濟發展;推動學者做研究的是資源,而非對知識的好奇;大學重視排名,而忽略培育年輕的靈魂的使命;教師的回報主要取決於他們的「生產力」,而非學養,凡此種種,都令危機悄然出現。如果這個趨勢持續,世界各國就只會製造出汲汲於利的成品和個人,而不是有主見、尊重見解不同於己者、能洞察別人的需要,以及有悲天憫人心腸的負責任公民。同時,想像力和創造力、科學研究的人文內涵,以及慎思明辨的能力將逐漸喪失。教育的價值也會湮沒。

    奧爾科特說過:「教育是把思想從靈魂解放出來,與外界事物聯繫,並返觀自省,從而洞察其真實和形態。」當國家高談經濟發展之際,大家不要忘記在世界上最富裕的國家仍然有飢民和病人;當全世界的目光都放在發展科學、生產食物和延長壽命之時,請牢記「西方最大的疾病不是肺癆或者痲瘋,而是愛的貧瘠」(德蘭修女)。在中大這所綜合大學,科技與人文齊頭並進,符合世界的需要。我們將繼續捍衛人文價值、培養學生敏於體察別人的需要和苦難,以及教導他們欣賞藝術和音樂。

    泰戈爾提醒我們,「單單獲得知識和挪取他人的意念,是無法令心靈得到真正的自由;心靈的真正自由,乃源於形成自己的判斷標準,萌生自己的想法。」蘇格拉底說:「未經反省的人生,是不值得人活的。」今天的教育重視資訊與技能,不重視追求真理和創造力。學生花太多時間記誦事實,而不是對既有概念反思批判。不懂得反思自省會令目標含糊,信念不堅定,最終迷失方向。訓練學生慎思明辨是高等教育的重要職責,而我們持之以恆的是:歷久彌新的通識教育傳統,書院無微不至的關顧,以及對思想和信仰兼容並蓄的開放精神。

    尼赫魯說過:「和平是…不能分割的,自由亦然。現在,繁榮以至災難也是一樣,因為這個世界已畛域難分,無法再劃分為互相隔絕的部分。」我們比起以前更須依靠素未謀面的人,這些人也要依靠我們。我們需要解決的問題──經濟的、環保的、宗教的和政治的──無論就其範圍和性質而言,都是牽涉全球的。我們漸漸明白,我們全都是世界公民,不但應致力發揚中國文化,還要了解其他民族和國家面對的挑戰。中文大學致力與其他世界知名學府攜手,開展教學與研究的合作,以及學術交流和交換學生,並透過我們的書院提倡社會服務,令本校師生以及大家都明白自己是地球村一員。我們致力保護環境,也是在履行世界一分子應盡的責任。我們應當學習回應世界的需要,而非在象牙塔內畫地自限。

    保存人文精神、培養創新和批判思維,以及造就世界公民,是我們的指導原則,我們會繼續憑著這些原則來教育學生,並帶領大學邁進下一個五十年及更長遠的未來。如果老師缺乏熱誠、奉獻精神和使命感,我們就無法達成這些使命;如果沒有政府、慈善家和校友的信賴和支持,我們就難以實現這些夢想;更重要的是,如果沒有不斷探索知識、永遠渴求真理和不屈不撓力爭上游的勤奮學生,我們就不能保持這些大學教育的理想。

    主席先生,我自醫學院畢業後便加入中文大學,既當醫生,也從事研究和教學。當了醫生二十五年,我知道醫學既是科學又是藝術;從事學術研究二十五年,我學會一方面維持獨立判斷,一方面與同事群策群力;為人師表二十五年,我深深體會到教育需要從心出發,也要進入靈魂深處。我承諾竭盡所能,以熱忱和堅持不懈的精神,在今後的日子服務大學。

校長   沈祖堯謹啟

二零一零年十二月十六日

The following is the address delivered by Professor Joseph J.Y.

Sung at his installation ceremony this morning.
Dear Council Members, Colleagues, Students and Alumni, I stand before you greatly honored and with humility to be appointed as the 7th Vice-Chancellor and President of The Chinese University of Hong Kong. This University was founded by scholars who embraced Chinese culture and philosophy, who had great passion to educate young men and women to become mature and responsible adults, who pointed out that we need humanities as much as science and technology to make our country and our world a better place. And with these commitments they laid solid foundations for our University over 60 years ago.

Under the capable leadership of my predecessors, The Chinese University of Hong Kong has become one of the top comprehensive research universities in Asia. Our cherished traditions in bilingualism and biculturalism, our heritage of profound humanitarianism, blending Eastern and Western cultures, our commitment to general education and whole-person development and our unique non-formal education and pastoral care through our colleges has put us on the global map of higher education in the past 50 years. But today we are facing unprecedented challenges.
Radical changes are occurring in university education worldwide. A silent crisis has started when nations thirst for economic growth, researchers are driven by the search for resources more than curiosity, universities look up to rankings more than nurturing young souls, and professors are rewarded primarily by their "productivity" rather than their scholarship. If this trend continues, nations all over the world will only be producing revenue-generating products and individuals, rather than responsible citizens; responsible citizens who can think for themselves, respect those who are different and understand others' sufferings and needs. On the other hand, the imaginative and creative capability, the humanistic aspects of scientific research, and the capacity for rigorous critical thinking will diminish. The value of education will be lost.

Bronson Alcott said: "Education is that process by which thought is opened out of the soul, and, associated with outward things, is reflected back upon itself, and thus made conscious of its reality and shape". When the nations talk about economic growth, we must not forget there are still hunger and sickness in even the wealthiest countries in the world. When the world focuses on scientific advancement, food production and prolonged longevity, we should be reminded that "the most common disease is not tuberculosis or leprosy, but the hunger for love" (Mother Teresa). As a comprehensive University, our balance of science and technology against humanities meets the demand in this world. In our University we will continue to uphold human values, to cultivate sensitivity to people's need and suffering, to educate for appreciation of the arts and music.

Tagore reminded us that "Our mind does not gain true freedom by acquiring materials for knowledge and possessing other people's ideas but by forming its own standards of judgment and producing its own thoughts". Socrates proclaimed that "the unexamined life is not worth living for a human being". Today's education puts more emphasis on information and skill, less on pursuit of truth and creativity. Too much time is spent on retaining facts rather than critiquing concepts. A lack of training in self-reflection and examination leads to unclarity about goals, wavering of opinions and ends up with loss of direction. Training of a critical mind is a crucial role of higher education. It is embraced in our time-honored tradition in general education, in our belief in college pastoral care and in our openness to all ideologies and beliefs.

Jawaharlal Nehru said: "Peace is…indivisible, so is freedom, so is prosperity now, and so also is disaster in this One World that can no longer be split into isolated fragments." More than ever, we depend on people we have never met and they also depend on us. The problems we need to solve – economic, environmental, religious and political – are global in their scope and nature. We gradually come to realize that we are all citizens of the world. We need to embrace our Chinese culture on the one hand, but also need to know the challenges of different ethnic groups and other nations. The University's commitment to research and teaching collaborations with other world-renowned institutions, in provision of student and academic exchange, the promotion of social services through our Colleges, will help our faculty and students, as well as others, to cultivate the ability to see ourselves as members of a global village. Our commitment to environmental protection is another endeavor to fulfill our global responsibility. We should learn to respond to the need of the world instead of building in our ivory tower.

Based on these pillars of preserving the humanities, cultivating innovation and critical thinking, and realization of world citizenship, we will be educating our students and leading CUHK into the next 50 years and beyond. This mission cannot be accomplished without the dedication of our teachers who are passionate in their teaching and research, not seeing it as a job, but a vocation. These dreams cannot be fulfilled without the support of our government, philanthropists and alumni, in giving their trust and their support to the University. Most importantly, the true spirit of a university education cannot be continued without the hard work of our students to keep their minds inquisitive to knowledge, their thirst for truth unquenched and their desire to excel invincible.

Mr Chairman, after I graduated from medical school I joined the Chinese University as a physician, a researcher and a teacher. Working as a medical doctor for 25 years, I have learned that medicine is both a science and an art. Working as an academic researcher for 25 years, I have been trained to think critically while working with my colleagues as a team. Working as a teacher for 25 years, I have come to realize that education requires a heart and a soul. I pledge to give my best skills, my passion and my perseverance to serve this University in the years to come.

Joseph J.Y. Sung

Vice-Chancellor and President

16 December 2010