這就是你上大學(xué)的原因。
You are here to be educated.
你是來這里接受教育的。
You are here to understand thinking better and tothink better yourself.
你是來這里更好地認(rèn)識(shí)思考并更好地進(jìn)行獨(dú)立思考的。
It's not a chance you are going to have throughoutyour lifetime.
你一生中擁有這樣的機(jī)會(huì)并不多。
For the next few years, you have a chance to focuson thinking.
在接下來的幾年里，你有機(jī)會(huì)專注于思考。
I think about some of the students who took advantage of their opportunities in a university.
我想到了一些在大學(xué)里利用了這個(gè)機(jī)會(huì)的學(xué)生。
One of the stories I always like to tell is about a freshman seminar that I had a chance to teachat Harvard when I was President of the university.
我總喜歡告訴別人一個(gè)關(guān)于大一新生研討班的故事，當(dāng)我是哈佛大學(xué)校長(zhǎng)的時(shí)候我有機(jī)會(huì)在那授課。
I taught a seminar on globalization and I assigned a reading that I had written about globalcapital flows.
這個(gè)班是關(guān)于全球化的，我讓學(xué)生閱讀我寫的關(guān)于國(guó)際資本流動(dòng)的文章。
And as I did each week, I asked one of the students to introduce the reading.
并且每周我都會(huì)要求一個(gè)學(xué)生介紹這篇閱讀。
And this younger man in October of his freshman year said something like the following.
然后十月份的時(shí)候，有個(gè)大一新生說了類似下面的話。
"The reading by President Simons on the flow of capital across countries, it was kind ofinteresting, but the data did not come close to supporting the conclusions."
“雖然西蒙斯校長(zhǎng)寫的關(guān)于國(guó)家間資本流動(dòng)的文章挺耐人尋味，但是那里面的數(shù)據(jù)并不能支持其結(jié)論。”
And I thought to myself, "What a fantastic thing this was!"
然后我心想，“這是多么匪夷所思的事情啊”!
How could somebody who had been there for five weeks tell the person who had the titlePresident that he didn't really know what he was talking about?
一個(gè)才來大學(xué)五個(gè)星期的人居然對(duì)一個(gè)大學(xué)校長(zhǎng)說他根本不知道自己在說什么!
And it was a special moment.
那是一個(gè)特別的時(shí)刻。
Now, I don't want to be misunderstood.
喂，我不想被人誤解。
I explained to my student that I actually thought he was rather more confused than I was, andI argued back.
我向?qū)W生解釋說，我認(rèn)為他實(shí)際上比我更困惑，所以我反駁了他。
But what was really important about that was the universities stand out as places that really areabout the authority of ideas.
但是那件事的真正重要之處在于，大學(xué)其實(shí)是個(gè)獨(dú)一無(wú)二的思想權(quán)威之處。
You see it in faculty members who are pleased when their students make a discovery thatundermines a cherished theory that they had put forward.
當(dāng)大學(xué)老師的學(xué)生作出的發(fā)現(xiàn)損害了他們提出的、受珍視的理論的時(shí)候，你會(huì)發(fā)現(xiàn)他們會(huì)很高興。
I think of another students I had who came to me one morning, one evening actually, walkedinto my office and said that I had written a pretty good paper, but that it had five importantmistakes and that he wanted a job.
我想起了我的另一個(gè)學(xué)生，他有一天晚上來我的辦公室找我，夸我寫了一篇非常不錯(cuò)的論文，但是里面有五處重大的錯(cuò)誤，他還說他想得到一份工作。
You could debate whether they actually were mistakes, but you couldn't debate that youngman's hunger to learn.
至于那是不是錯(cuò)誤還有待商榷，但這個(gè)年輕的人渴望學(xué)習(xí)的態(tài)度卻是不容置疑的。
You could not debate that that young man was someone who wanted to make a difference ineconomics and he is today a professor of economics and his works are more cited as aneconomist than any other economist in the world.
不可否認(rèn)他是一個(gè)想在經(jīng)濟(jì)學(xué)中有所作為的年輕人，如今他是一名經(jīng)濟(jì)學(xué)教授，人們對(duì)他著作的引用比世界上任何經(jīng)濟(jì)學(xué)家的都要多。
Questions 16 to 18 are based on the recording you have just heard.
問題16至18是基于你剛才所聽到的那篇錄音。
Question 16: What does the speaker say about a university?
問題16：關(guān)于大學(xué)，講話者說了什么?
Question 17: What do we learn from the speaker's stories about universities?
問題17：我們從講話者講的關(guān)于大學(xué)的故事中學(xué)到了什么?
Question 18: What does the speaker see in the young man who challenged his paper?
問題18：說話者在那個(gè)質(zhì)疑他論文的年輕人身上看到了什么?
