세계 수준의 대학이 되는 데는 아주 오랜 시간이 걸립니다. 지름길이란 존재하지 않습니다. 사람들은—그리고 나는 전 세계에서 이런 종류의 생각을 접해왔습니다—대학에 충분한 돈을 쏟아붓기만 하면 몇 년 안에 일류 기관으로 부상할 것이라고 가정하는 경향이 있습니다. 하지만 그러한 급격한 성장은 결코 일어나지 않습니다. 시간이 걸립니다; 세대가 필요합니다.
To become a world-class university takes a lot of time. There are simply no shortcuts. People tend to assume, and I have encountered this sort of thinking all over the world, that if they just sink enough money into a university, it will emerge in a few years as a first-class institution. But such rapid growth never happens. It takes time; it takes generations.
To become a world-class university takes a lot of time. There are simply no shortcuts. People tend to assume, and I have encountered this sort of thinking all over the world, that if they just sink enough money into a university, it will emerge in a few years as a first-class institution. But such rapid growth never happens. It takes time; it takes generations.
그러나 아시아 대학들에게는 많은 과제들이 있습니다. 첫째, 모든 의미에서의 학문의 자유는 인프라에 돈을 얼마나 쓰는지나 유명 인사를 영입하는 것보다 대학의 성공에 훨씬 더 중요합니다. 교수진에게는 자신이 열정을 가진 연구를 추구할 수 있는 공간이 필요하며, 대학 내에서 그리고 사회 전체에서 자신의 의견을 표현할 수 있는 자유도 필요합니다.
There are, however, many challenges to Asian universities. First, academic freedom, in all senses, is much more critical to the success of a university than how much money is spent on infrastructure or on hiring big names. Faculty need to have the space to pursue the research that they are passionate about and the also need to have the freedom to express their opinions in the university, and in the society as a whole.
There are, however, many challenges to Asian universities. First, academic freedom, in all senses, is much more critical to the success of a university than how much money is spent on infrastructure or on hiring big names. Faculty need to have the space to pursue the research that they are passionate about and the also need to have the freedom to express their opinions in the university, and in the society as a whole.
하지만 미국에 있는 우리가 동아시아를 비판하기 전에, 우리 역시—불행하게도—그것과 유사한 특성들을 띠어가고 있음을 인정해야 합니다. 최고 명문 대학에 들어가는 것이 훨씬 더 어려워졌으며, 교육과 경력 측면에서 한 학교가 다른 학교보다 더 가치 있게 여겨지는 현상이 지나치게 과장되었습니다.
But, before we in America critique East Asia, we must also recognize that we are - unfortunately - taking on some of the same characteristics. Getting in the top institutions has become far more difficult and the value placed on one school over another in terms of education and careers has been much exaggerated.
But, before we in America critique East Asia, we must also recognize that we are - unfortunately - taking on some of the same characteristics. Getting in the top institutions has become far more difficult and the value placed on one school over another in terms of education and careers has been much exaggerated.
대학의 순위는 나스닥 지수 같은 지수 번호와 비슷합니다. 하버드, 스탠퍼드, 미시간 같은 기관을 어떻게 지수 번호로 나타낼 수 있는지 나는 이해할 수 없습니다. 그 개념은 전혀 말이 되지 않습니다.
The rank of a university is similar to an index number say like the NASDAQ index. I don't understand how you can take an institution like Harvard, Stanford, or Michigan, and represent it by an index number. The concept makes no sense.
The rank of a university is similar to an index number say like the NASDAQ index. I don't understand how you can take an institution like Harvard, Stanford, or Michigan, and represent it by an index number. The concept makes no sense.
그렇다고 해서 상위 15위 안에 드는 기관들이 그곳에 속하지 않는다는 의미는 아닙니다. 하지만 의미 있는 관점에서 2위와 8위의 차이가 무엇입니까? 복잡한 대학을 세우기 위해 일했던 행정가로서, 나는 그런 가정에 약간 불쾌감을 느낍니다. 우리는 순위가 아니라 탁월함에 헌신해야 합니다.
That doesn't mean that the top fifteen institutions in the ranking somehow don't belong there at all. But what is the difference between number two and number eight in any meaningful sense? As an administrator who worked to build a complex university, I find the assumption slightly offensive. We need to be committed to excellence, not to lists.
That doesn't mean that the top fifteen institutions in the ranking somehow don't belong there at all. But what is the difference between number two and number eight in any meaningful sense? As an administrator who worked to build a complex university, I find the assumption slightly offensive. We need to be committed to excellence, not to lists.
하버드가 어떤 종류의 절대적인 우위를 지니고 있다고는 말하지 않겠습니다. 그리고 나는 개인적으로 대학들의 순위를 그렇게 심각하게 받아들이지 않습니다. 하지만 하버드의 세계적 가시성이 1930년대와 1940년대에 크게 증가했으며, 하버드의 탁월성에 대한 새로운 헌신이 다른 기관들로 퍼져나갔다고 생각합니다.
I would not say that Harvard possesses any sort of absolute dominance. And I personally do not take the rankings of schools all that seriously. However, I think that Harvard's global visibility increased significantly in the 1930s and 1940s and that the new commitment to excellence at Harvard spread to other institutions.
I would not say that Harvard possesses any sort of absolute dominance. And I personally do not take the rankings of schools all that seriously. However, I think that Harvard's global visibility increased significantly in the 1930s and 1940s and that the new commitment to excellence at Harvard spread to other institutions.
아시아의 대학들은 학생을 선발할 때 광범위한 기준을 사용하고 비생산적인 '입시 지옥'에서 벗어나는 것이 좋습니다.
Asian colleges would do well to use a broad range of criteria in selecting students and move beyond the unproductive "examination hell. "
Asian colleges would do well to use a broad range of criteria in selecting students and move beyond the unproductive "examination hell. "
동아시아의 대학들이 그토록 바라던 위치에 도달하지 못한 데에는 여러 가지 이유가 있습니다. 결국, 현대 동아시아가 공자로부터 시작된 것은 아니라는 점을 기억해야 합니다. 사실 동아시아의 현대 교육 경험은 상대적으로 짧으며, 그 시간적 규모를 감상해 볼 때 많은 대학들이 잘 해내고 있습니다.
There are many reasons that universities in East Asia have not reached the positions that they had hoped for. After all, we must remember that modern East Asia did not begin with Confucius. In fact the experience of modern education in East Asia is relatively short and granted that time scale, many universities are doing fine.
There are many reasons that universities in East Asia have not reached the positions that they had hoped for. After all, we must remember that modern East Asia did not begin with Confucius. In fact the experience of modern education in East Asia is relatively short and granted that time scale, many universities are doing fine.
मेरे पास इस बात का कोई ठोस जवाब नहीं है कि एशियाई देश पश्चिमी मॉडल को अपनाए बिना अपनी खुद की अनूठी उदार कला (लिबरल आर्ट्स) परंपराएं कैसे विकसित कर सकते हैं। यह एक बेहद गंभीर सवाल है और इसका जवाब एशियाई विश्वविद्यालयों को खुद ढूंढना होगा।
I have not been able to give a concrete answer to the question of how the nations of Asia can create their own unique liberal arts traditions that are not simply the importation of a Western model. The question is a critical one and the answer must come from Asian universities themselves.
I have not been able to give a concrete answer to the question of how the nations of Asia can create their own unique liberal arts traditions that are not simply the importation of a Western model. The question is a critical one and the answer must come from Asian universities themselves.
अगर हम इस बात पर अड़े रहें कि सारा शोध कार्य केवल अंग्रेजी में ही होना चाहिए, तो इससे हमारी अपनी स्थानीय संस्कृतियों पर बहुत बड़ा खतरा मंडराने लगता है। उदाहरण के लिए, हम कोरिया, चीन, जापान और मध्य पूर्व की बेहद प्राचीन और समृद्ध संस्कृतियों के साथ काम कर रहे हैं। हर किसी के लिए अंग्रेजी में काम करना अनिवार्य करने का हमारी सांस्कृतिक और शैक्षणिक जीवंतता पर क्या असर पड़ेगा? मेरे पास इसका कोई जवाब नहीं, लेकिन यह सवाल लंबे समय से मेरे जेहन में है।
There seems also to be a tremendous risk to indigenous cultures if we insist that all scholarship be conducted in English. We are, for example, dealing with ancient and very highly-developed cultures in Korea, Japan, China and the Middle East. What is the impact on cultural and scholarly vitality forcing everyone to do their work in English? I do not have an answer, but this issue has been very much on my mind.
There seems also to be a tremendous risk to indigenous cultures if we insist that all scholarship be conducted in English. We are, for example, dealing with ancient and very highly-developed cultures in Korea, Japan, China and the Middle East. What is the impact on cultural and scholarly vitality forcing everyone to do their work in English? I do not have an answer, but this issue has been very much on my mind.
मुझे लगता है कि स्थिति हर क्षेत्र में अलग-अलग होती है। यदि आप गणितज्ञ हैं, तो अंग्रेजी में आपकी दक्षता इतनी बड़ी समस्या नहीं होगी। लेकिन अगर आप मानविकी या सामाजिक विज्ञान से जुड़े हैं, तो अंग्रेजी का ज्ञान न होना आपके लिए यकीनन एक बड़ी बाधा है।
I suppose the situation varies from field to field. If you're a mathematician, your proficiency in English may not be such a problem. If you're in the humanities or social sciences, there is no doubt that it is a handicap for you.
I suppose the situation varies from field to field. If you're a mathematician, your proficiency in English may not be such a problem. If you're in the humanities or social sciences, there is no doubt that it is a handicap for you.
사실을 통해 그릇된 믿음을 바꾸는 것이 얼마나 어려운지 결코 과소평가하지 마라.
Never underestimate the difficulty of changing false beliefs by facts
Never underestimate the difficulty of changing false beliefs by facts
연구란 진보의 가능성에 대한 믿음의 표현입니다. 학자들이 어떤 주제를 연구하도록 이끄는 원동력에는 새로운 것을 발견할 수 있고, 더 새로운 것이 더 나을 수 있으며, 더 깊은 이해에 도달할 수 있다는 믿음이 포함되어야 합니다. 연구, 특히 학술 연구는 인간의 조건에 대한 일종의 낙관주의입니다.
Research is an expression of faith in the possibility of progress. The drive that leads scholars to study a topic has to include the belief that new things can be discovered, that newer can be better, and that greater depth of understanding is achievable. Research, especially academic research, is a form of optimism about the human condition.
Research is an expression of faith in the possibility of progress. The drive that leads scholars to study a topic has to include the belief that new things can be discovered, that newer can be better, and that greater depth of understanding is achievable. Research, especially academic research, is a form of optimism about the human condition.
나는 시설, 예산, 기부금 또는 학생보다는 교수진에 집중합니다. 교사, 학자, 행정가로서 수십 년간 일한 경험을 바탕으로, 교수진의 질이 대학의 질을 결정한다고 믿기 때문입니다. 모든 것은 교수진의 질에서 비롯됩니다. 교수진이 훌륭하다면, 훌륭한 학생들이 모여들 것이고, 당신을 위해 기부금을 모아줄 동문들도 생겨날 것입니다.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
대학의 탁월성을 증진하는 데 있어서 공동 거버넌스(대학 운영 참여)에 대한 강조도 똑같이 중요합니다. 교수진은 대학 운영 과정과 우선순위 설정에 직접 참여해야 합니다.
Equally important for the promotion of excellence in the university is an emphasis on shared governance. The faculty needs to be involved directly in the process of running the university and in the setting of priorities.
Equally important for the promotion of excellence in the university is an emphasis on shared governance. The faculty needs to be involved directly in the process of running the university and in the setting of priorities.
위대한 대학을 건설하는 일은 결코 단순하지 않습니다.
The task of building a great university is never simple.
The task of building a great university is never simple.
동아시아에는 단순히 국가 시험을 기준으로 학생을 평가하는 사람들이 많습니다. 미국의 최고 대학들은 그렇게 하지 않으며, 그럴 만한 타당한 이유가 있습니다. 우리는 다양한 지적 강점, 예술적 표현, 경제적 지위, 사회적 배경, 민족성, 지역 대표성 등 온갖 요소를 고려하고 학급을 균형 잡힌 전체로 설계하는 신중한 입학 절차가 필요합니다.
There are many in East Asia who simply judge students on the basis of national tests. The top universities in the United States do not do that, and for good reason. We need a careful process for admissions that take all sorts of factors into account: different intellectual strengths, artistic expression, economic standing, social background, ethnicity, regional representation and designs a class as a balanced whole.
There are many in East Asia who simply judge students on the basis of national tests. The top universities in the United States do not do that, and for good reason. We need a careful process for admissions that take all sorts of factors into account: different intellectual strengths, artistic expression, economic standing, social background, ethnicity, regional representation and designs a class as a balanced whole.
교수진이 아무리 유능하더라도, 아시아 대학들에서 종종 부족한 결정적 요소는 바로 공동 거버넌스입니다. 일을 주도하려는 교육부이거나, 사립 기관의 경우 자금을 통제하는 사람들 중 누군가가 문제입니다. 두 집단 모두 교육과 연구에 대해 잘 알지 못합니다.
Shared governance is often the critical element that is missing in Asian universities, no matter how talented the faculty may be. Either it is ministries of education that are trying to run things, or in private institutions - those who control the funds. Neither group knows much about teaching and research.
Shared governance is often the critical element that is missing in Asian universities, no matter how talented the faculty may be. Either it is ministries of education that are trying to run things, or in private institutions - those who control the funds. Neither group knows much about teaching and research.
학자로서 우리는 발행된 논문 수나 특허 건수를 세는 것만으로는 측정할 수 없는 기관의 질에 대해 꽤 훌륭한 안목을 가지고 있습니다. 섣불리 개입해 수치를 세고 통계를 바탕으로 순위를 매기는 외부인들은 탁월함이 무엇인지 거의 알지 못합니다.
As academics we have pretty good judgment about the quality of institutions that cannot simply be measured by counting the number of papers published or patents received. Outsiders who swoop in to count beans and make up lists based on statistics have little sense of what excellence is.
As academics we have pretty good judgment about the quality of institutions that cannot simply be measured by counting the number of papers published or patents received. Outsiders who swoop in to count beans and make up lists based on statistics have little sense of what excellence is.
미국 연구 중심 대학들의 강점은 이사진, 총장 및 기타 고위 임원들이 상당한 의사결정 권한을 유지하는 동시에, 개방적 교류와 참여적 토론의 문화를 유지하는 방식에 있습니다.
The strong point of American research universities is the manner in which trustees, presidents and other senior executives retain a considerable amount of decision-making authority while at the same time maintaining a culture of open exchange and participatory debate.
The strong point of American research universities is the manner in which trustees, presidents and other senior executives retain a considerable amount of decision-making authority while at the same time maintaining a culture of open exchange and participatory debate.
나는 미국의 공동 거버넌스와, 단 한 번도 강의를 해본 적 없는 관료들이 대학의 정책과 방향을 지시하는 '부처들의 독재'를 대조합니다.
I draw a contrast between American shared governance with "the dictatorship of ministries" wherein policy and direction for the university is ordered by bureaucrats who have never taught a class.
I draw a contrast between American shared governance with "the dictatorship of ministries" wherein policy and direction for the university is ordered by bureaucrats who have never taught a class.
하버드는 승진 대상 교수 분야의 전문가 그룹에게 해당 학자의 위상에 대해 자문하는, 현재 유명한 임시 위원회(ad hoc) 제도를 도입했습니다. 이 조치는 학과 내의 패거리 같은 관계가 아니라 해당 분야 내의 의견이 교수 승진의 결정적 요인이 되도록 만들었습니다.
Harvard introduced the now famous ad hoc system whereby a group of experts in the field of the faculty member to be promoted are consulted concerning the stature of that scholar. This move made the opinion within the field, rather than the clubby relationship within the department, the determining factor in the promotion of professors.
Harvard introduced the now famous ad hoc system whereby a group of experts in the field of the faculty member to be promoted are consulted concerning the stature of that scholar. This move made the opinion within the field, rather than the clubby relationship within the department, the determining factor in the promotion of professors.
미국 연구 중심 대학들의 커다란 성공을 확인하고자 한다면, 그리고 그 성공이 하버드를 훨씬 뛰어넘는다면, 우리는 거버넌스 문제로 다시 돌아와야 합니다. 탁월성에는 이사회나 정부 부처와 학술적 의사결정 과정 사이의 방화벽이 필요합니다. 교수진이 다른 이해관계자들과의 협력의 일부로서 대학 운영에 참여하는 이러한 미국의 공동 거버넌스 개념이 중요합니다.
If we want to identify the great success of American research universities, and that success goes far beyond Harvard, we have to come back to the question of governance. Excellence requires a firewall between trusteeship, or government ministries, and the academic decision-making process. This American concept of shared governance wherein the faculty are engaged in running the university as part of a collaboration with the other stakeholders.
If we want to identify the great success of American research universities, and that success goes far beyond Harvard, we have to come back to the question of governance. Excellence requires a firewall between trusteeship, or government ministries, and the academic decision-making process. This American concept of shared governance wherein the faculty are engaged in running the university as part of a collaboration with the other stakeholders.
대학을 유럽에 한때 존재했던 거버넌스 방식인 '참여 민주주의'처럼 운영하는 것도 마찬가지로 합리적이지 않습니다. 유럽 고등교육 기관들의 그러한 접근 방식은 민주적이었기 때문에 교수들에게 매력적이었습니다. 하지만 그러한 기관들은 집행적 의사결정 과정이 결여되어 있었기 때문에 고통을 겪었습니다. 변화를 만드는 것이 사실상 불가능해졌기 때문입니다.
It is equally unreasonable to run a university as a "participatory democracy," the approach to governance that once existed in Europe. That approach in European institutions of higher learning was appealing to professors because it was democratic. But those institutions also suffered because they lacked an executive decision-making process; making changes became virtually impossible.
It is equally unreasonable to run a university as a "participatory democracy," the approach to governance that once existed in Europe. That approach in European institutions of higher learning was appealing to professors because it was democratic. But those institutions also suffered because they lacked an executive decision-making process; making changes became virtually impossible.
미국 연구기관의 총장은 CEO 역할을 하며 기관의 장기적 발전에 대해 확고한 결정을 내릴 수 있지만, 이는 교수진과의 끊임없는 협의 속에서 이루어집니다. 항상 이런 식으로 작동하지는 않을지라도, 거버넌스가 진정으로 공유될 때 가장 위대한 발전이 이루어집니다.
The president [of American research institute] can act as the CEO and make a firm decision about the long-term development of the institution, but he or she does so in constant consultation with the faculty. It may not always work this way, but the greatest advances occur when governance is truly shared.
The president [of American research institute] can act as the CEO and make a firm decision about the long-term development of the institution, but he or she does so in constant consultation with the faculty. It may not always work this way, but the greatest advances occur when governance is truly shared.