“ 보스톤/8 ”

보스톤/8

첫 날을 보냈습니다.

재래미 아버지, 댄 펄맨 교수를 8년만에 만났습니다.
지적이고 인자한 모습으로 다가왔습니다.
뜻이 있으면 이루어진다는 이야기를 나누었습니다.

주요관계자들과 점심을 들며 대화를 나누었습니다.
제 신상을 알고 있었고 참삭자들에게 소개했습니다.

2시 Gallery talk, 대학 관계자들,
The Arts of Building Peace 과목 수강생들과
지도교수 등 30여명이 참석,

북경에서 발표했던 Balance 주제로
제 생각을 전했고, 학생작품 평가를 부탁 받아
2시간 여 뜻 깊은 시간을 가졌습니다.
브랜다이즈 대학 방문의 꽃이 될 것 같습니다.

원래 작성했었던 설명문을 접고
짧은 코멘트로 기본적인 생각과 뜻을 전했습니다.
비전공자들이지만 미리 알려져서인지
뜻을 전달하는데 큰 문제가 없었습니다.

6시부터 Student Environmental Action 회원들과
한 시간여 저녁 같이 들며 대화를 나누었습니다.
어려운 문제가 무엇인지 묻고 답하고
학생들의 신선한 의지를 실감할 수 있었습니다.

내일 화요일, 인근의 스탠리 초등학교에서
9시부터 시작되는 '재미있는 워크샵'을 기대하고 있습니다.
전할 이야기, 좋은 사진이 많이 나오리라 예상됩니다.

계속 소식 올리도록 하겠습니다.

첨부: 이번 행사내용이 포함된 브랜다이즈 대 총장연설문입니다.

Jehuda Reinharz remarks at 2010 Delhi Sustainable Development Summit
February 8, 2010
Delhi Sustainable Development Summit 2010

“Mobilizing Knowledge and Knowledge Institutions”
Jehuda Reinharz, President, Brandeis University

February 6, 2010

I am a historian by training, and I have been enormously impressed by the wealth of knowledge here, and the passion and commitment of so many people to making the changes needed to address the pressing problem of global climate change and sustainability. I am well aware of the significant contributions of unheralded specialists ? atmospheric chemists, experts on energy policy, scholars of urban planning ? to generating the knowledge we need to find sustainable solutions.

I would like to make the case for another kind of thinking, different from and complementary to the crucial contributions of specialists. To effect the changes we need to make in the world today, we need the kinds of bold ideas that fundamentally change the way in which men and women see and understand nature and the societies in which they live. I preside over an institution, where we encourage our students ? even in professional and pre-professional programs ? to understand the world and generate knowledge by analyzing data and insights from many fields and disciplines.

Liberal arts education is inherently inter-disciplinary ? focused as much on process as it is on content. Liberal education is a process that a wide-ranging education comprised of work in diverse disciplines provides the intellectual tools for better understanding the many complexities of the twenty-first century world in which all of us will spend the remainder of our lives. It teaches one how to think in an ordered manner, and at its best, liberal arts education produces new thinking that provides a new platform for action. I am thinking here of the ideas generated by writers like Dr. Arjun Appadurai, who grew up in Mumbai, graduated from Brandeis in 1970, and went on to a career as a social-cultural anthropologist and one of the world’s leading theorists of globalization.

I am also thinking of New York Times Foreign Affairs Columnist Thomas Friedman, Brandeis Class of 1975, whose path breaking coverage of global issues here in India and around the world has helped millions of readers to better understand the forces shaping contemporary events.

These are but two men of extraordinary talent, but I believe that their breadth of vision was profoundly shaped by the liberal arts education that they received as undergraduates, and I believed that it has, in turn, enabled them to view the world and its challenges in creative and nuanced ways

I would be remiss if I did not also cite the work and vision of our host, Dr. R. K. Pachauri, Chancellor of TERI University, who is launching a multi-disciplinary master’s program in sustainable international development, aimed at providing understanding across the fields of natural and social sciences, health sciences and management.

Sustainable international development or SID is an example of a contribution of a liberal arts perspective to practical training and problem solving. SID is a new discipline, barely two decades old, and as it happens, Brandeis University was among the first to offer a stand-alone degree in this field. It has its own methodology, employs a highly interdisciplinary approach, and offers a compelling example of the role that higher education can play in addressing problems of the global age.

SID represents one particularly significant academic approach to major global problems, a single example among many of how higher education can contribute through innovative research, education, and cooperation. It encourages an understanding of the issues and capacities needed to manage and implement aspects of the development agenda. It examines approaches to planning, including participatory methods and strategies, community mobilization, beneficiary identification, capacity building, and technical assistance. It re-examines financing mechanisms targeted at the poor. It examines the interface between national goals and development aid priorities and reviews the demands they make on one another.

Let me close by leaving you with one such potential big idea. Over my sixteen years as president of Brandeis University, I have had an opportunity to learn to admire the energy, the passion ? and, yes, even the wisdom of our best undergraduate students, young men and women who are not only future leaders, but who, at an early age, have developed talents and areas of expertise that frankly, were unthinkable among the 20-year olds of my own generation.

It seems to me that we, who are leaders in higher education, in science, in government, and in industry have not fully appreciated the resource that we have in these young people. I would like to see the establishment of a Global Student Research Corps ? a kind of Peace Corps adapted to the needs and technologies of our time ? comprising a worldwide network of undergraduate and graduate students, who can work together to generate the data and the knowledge that we need to battle the effects of climate change and other global challenges, mobilizing people and their governments to take action.

Such a network of students could work together on common research projects ? gathering data in their local communities ? and sharing the data on a common web platform where the results would be available to students, scholars, and policymakers alike. Some of these projects might be hard science ? students from universities around the globe working together, for example, to collect local data on coastline changes. Others might be focused on the social sciences or the humanities, perhaps even the creative arts. At this very moment, for example, my own campus is hosting a program by the Korean graphic artist, Hoseob Yoon, called “The Green Canvas: The Artist as Environmental Activist.”

A Global Student Research Corps would engage young people working together on meaningful projects. It would collect valuable data, drawn from a variety of disciplines, in the best tradition of the liberal arts. And it would be an opportunity to mobilize communities around the world to address the problems that these students would be highlighting. Students at many universities, my own included, are already heavily engaged in campus sustainability issues.

Listening to the speakers gathered here in Delhi, it is clear to me that we need institutions of higher education to think big, to bring all of our many resources to bear, including the talents, energies, passion and idealism of our students and young people in general.

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2010년 2월 9일

everyday eARthday!

윤호섭

* hoseobyoon@hotmail.com