Introduction to Harvard University

The first institution of higher learning in the United States

/kloc-at the end of 0/5, after the Atlantic waterway from Europe to America was opened by Columbus, Europeans came to America one after another. /kloc-At the beginning of the 7th century, the first batch of British immigrants arrived in North America, where they opened their own "Garden of Eden"-New England. Among the immigrants, there are more than 65,438+000 Puritans who received classical higher education at Oxford and Cambridge universities. In order to enable their descendants to receive such education in their new homes, they established Harvard College, the first institution in American history, on the Charles River in Massachusetts in 65,438+0636. 1780, the fourth year after the founding of the United States, Harvard College with a history of 140 years was upgraded to Harvard University.

When the founder of Harvard College transplanted the model of Cambridge University, the original name of the college was "Cambridge College". 1639, in memory of John Harverd, the founder of the college and the main donor of the school-building expenses, the Massachusetts legislature passed a resolution to rename the college "Harvard College".

On the emblem of Harvard University, which has been used since the time of Harvard College, the words VERITAS are written in Latin, meaning "truth". The original motto of Harvard University was also written in Latin, meaning "take Plato as your friend, Aristotle as your friend, and more importantly, take truth as your friend". The words of the school emblem and motto all show the purpose of Harvard University-to pursue and worship the truth.

Conant, a famous American educator who has been the president of Harvard University for 20 years (1933 ~ 1953), once said: "The honor of a university lies not in its architecture and quantity, but in its quality passed down from generation to generation." Only by adhering to high standards and high quality in selecting talents and educating people can Harvard University become a first-class prestigious school with a large number of talents, which has had a great impact on the economy, politics, cultural science and higher education of American society and has great appeal to learners all over the world.

Strive for the first place in the competition

1693, William and Mary College (now the first college of the University of Virginia), the second institution of higher learning in North America, was born. 170 1 year, Yale college (now the first college of Yale university) was established. The emergence of these two colleges has enabled Harvard College to have partners and competitors. /kloc-in the second half of the 0/8th century, nine colleges were established in North America. Although the newly-built colleges generally follow the model of the old British universities, after all, the times are different. Influenced by the European Enlightenment and Industrial Revolution, mathematics and natural sciences gradually squeezed into the teaching fields of these colleges. Harvard College, deeply influenced by the tradition of ancient British universities, is facing a strong challenge. 1727, Harvard College established a professor's lecture on mathematics and natural philosophy, which is in line with the changes of the times. At this time, the momentum of the industrial revolution in North America is rising, and the demand for applied science from emerging industries and businesses makes Harvard face a major choice: either stick to the rules, which will lose its leading position in North American institutions of higher learning; Only by bringing forth the old and bringing forth the new can we continue to take charge of North American universities. Harvard chose the latter.

After the lectures on mathematics and natural philosophy were held, Harvard College also purchased a batch of scientific instruments and equipment, and professors taught students astronomy, physics and chemistry by experiment. In the field of mathematics, technical disciplines such as measurement and navigation have been established. 1780, the establishment of medical professors' lectures promoted the research of botany and chemistry. Professors have carried out various scientific research and published the research results in academic journals in North America and Britain. Natural science finally established a solid position in Harvard and had an impact on other colleges.

1775- 1783, an independent war against British colonial rule broke out in North America 13. Harvard College conforms to the trend and stands on the side of sympathy and support for the just cause of the War of Independence. In Massachusetts, almost all famous revolutionaries are Harvard graduates, including john adams, one of the drafters of the American Declaration of Independence and the second president of the United States. 1775 On July 3rd, George Washington was appointed as the commander-in-chief of the North American Revolutionary War Army in Cambridge, where Harvard College was located, and his headquarters was also located in Cambridge. 1776 After the birth of the United States of America, Harvard College awarded honorary doctor of laws degrees to George Washington, Thomas Jefferson (the main drafter of the Declaration of Independence, the third president of the United States), john jay (the first chief justice of the United States Supreme Court) and alexander hamilton (the first treasury secretary of the United States federal government).

By 1780, Harvard College had successively set up lectures on theology, mathematics, natural philosophy and medicine, and the college was upgraded to a university. According to the tradition of medieval universities in Europe, only a consortium of three colleges can qualify as a university. At that time, the Massachusetts legislature unexpectedly recognized Harvard College as a university, which was both a love and a spur. Harvard University continues to pay attention to its own construction. 18 16 set up a seminary, 18 17 set up a law school. Together with Harvard College, which was originally dominated by arts and sciences, there are three colleges, making it a truly justified university. /kloc-In the first half of the 9th century, the influence of Harvard University has surpassed Massachusetts and reached the central and southern parts of the United States.

In the early days of the North American War of Independence, Harvard College's funds, including real estate rent, were insufficient 1700. After 1793, Harvard's fund has exceeded 182000. /kloc-In the 9th century, due to the sponsorship of alumni, the fund of Harvard University rose steadily, reaching $242,000 in 1800 and $2.25 million in 1869.

During this period, the curriculum of Harvard University has undergone great changes. 1790 Harvard University offers Latin, Greek, mathematics (including astronomy), English writing, philosophy (including metaphysics, morality and politics), theology, natural science, Hebrew and French, and students can choose one of them. The change of Harvard university curriculum is largely influenced by the reform of German higher education. During this period, wilhelm humboldt, a famous German educator, put forward three famous principles about the reform of university education: independence; The principle of unity of freedom and cooperation; The principle of unity of education and research and the principle of scientific unity. Humboldt not only put forward the ideal of university reform, but also put it into practice in Berlin University he advocated, advocating academic freedom and combining education with scientific research. Berlin University has become a model of new universities in Germany. Some young professors who taught at Harvard University studied in Germany and were influenced by German universities. They demanded to change the mode of British universities, take Germany as the teacher and follow the system of German universities. 1825, four young professors jointly put forward four reform suggestions: reducing the proportion of classical literature courses; Attach importance to the study of foreign modern literature; Establish a postgraduate degree system; Teaching students in accordance with their aptitude. None of these four opinions was adopted at that time.

1829, J. Quincy became the president of Harvard University. He drastically reversed the direction of Harvard University and strongly advocated attaching importance to scientific teaching. He worked in16 (1829-1845) and established a school of science and an observatory at Harvard University. 18th century and19th century, with the development of Harvard University, the curriculum scope of the school has been expanded and the focus has changed, and natural science has received great attention.

1869- 1909, chemist Charles. William Eliot was the president of Harvard University. He served for 40 years and built Harvard University into a large modern university. He injected new vitality into law schools and medical schools, and established new schools of business administration, dentistry and art. The number of registered students increased from 1000 to 3,000, the number of teaching staff increased from 49 to 278, and the school funding increased from $23 million to $225 million.

1909- 1933, Albert Lance Lowell was the president of Harvard University. He reformulated the undergraduate course plan and implemented the system of combining centralized and decentralized courses, so that students could receive a good basic education. Lowell's tutorial system is still used by Harvard University. Lowell's most outstanding contribution is to implement the boarding system at Harvard University. With the implementation of this system, undergraduates in large comprehensive universities have a small college environment. Freshmen live in dormitories on or near Harvard campus in their first year. A year later, students moved into 12 dormitory, and 13 dormitory was set up for a few days. Each dormitory building has resident teachers and tutors to guide students' study and life. In addition, each dormitory also has a restaurant and a library. In the dormitory area, various interesting sports, social and cultural activities are often carried out.

In recent years, several presidents, such as Conant, Nathan Marsh Puxi, Derek Bok and the current president Lu, have made great efforts for the construction of Harvard University. On the one hand, they strive to improve the education quality of undergraduate and graduate students, and at the same time, they strive to play the prominent role of Harvard University as a research institution.

Conant was a professor, dean and president of the Department of Chemistry of Harvard University in191953. He implemented the off-campus special committee system at Harvard University to evaluate the qualifications and tenure of school teachers. He also created a general education program to provide all undergraduates with a wide range of research fields besides the main courses.

1953- 197 1 year, with Puxi as the president. Under his auspices, Harvard University conducted the largest fund-raising activity in the history of American higher education, raising 825 million dollars for Harvard University. This activity has increased the salaries of Harvard university teachers, expanded the financial aid for students, established new professorships and enriched teaching equipment.

Since 197 1, Bok has been the president. He seriously dealt with some major issues in higher education, including administration, educational opportunities for ethnic minorities and women, and technological transformation between academia and industry. President Bok also reorganized the management organization of Harvard University, and introduced modern management science and procedures into various graduate schools and departments of Harvard University.

199 1 year, Lu became the 26th president. As part of better coordinating the relationship between colleges and teachers, he launched a centralized academic plan for the whole school to determine the most important and priority parts of Harvard. In addition, Lu also emphasized the responsibilities of universities: excellent undergraduate education, the doors of universities are always open to people of different economic classes, and how research universities can adapt to the era of rapid information growth and serious financial constraints and meet challenges in a freely expressed society.

The continuous reform and renewal of the curriculum

The history of Harvard University for more than 360 years is a history in which development and change advance each other.

Harvard College, founded a century and a half ago, has always been based on two universities in Britain, Oxford and Cambridge, with the goal of cultivating priests, lawyers and officials, paying attention to humanities, and students are not free to choose courses. /kloc-At the beginning of the 0/9th century, the horn of higher education curriculum reform sounded in Harvard, advocating "academic freedom" and "lecture freedom". The stereotype of "fixed academic year" and "fixed curriculum" has been impacted, and the system of free elective courses has gradually emerged. Some people at Harvard College also advocate the implementation of elective courses. This demand for innovation was opposed by traditional conservative forces, and the initiative was not realized at Harvard.

However, the call for higher education to adapt to social development and students' individual needs is growing. 1839, Harvard University started the curriculum reform again. 184 1 year, Harvard officially implemented the course selection system, but it quickly regressed under the opposition of conservative forces.

/kloc-In the 1960s of 0/9, the American Civil War broke out. The civil war paved the way for the development of American capitalism. The productivity is advancing by leaps and bounds, and the status of scientific and technological workers is gradually improving. Engineers, natural scientists and industrial technicians can keep pace with lawyers and officials. The change of the situation is very beneficial to the curriculum reform in colleges and universities, and the elective system has risen again, and Harvard has once again taken the lead in reform.

1869, Eliot became the president of Harvard University at the age of 35. After that, he served as president for 40 years, and he was the main commander of the electoral system. Under his leadership and promotion, Harvard University fully implemented the elective system. By 1895, only English and modern foreign languages are compulsory courses, and others are optional courses. Many colleges and universities in the United States have followed the footsteps of Harvard University, reducing or canceling compulsory courses and increasing elective courses.

According to the requirements of the free elective system, students can take 16 courses to pursue their degrees. As long as you meet the requirements, you can get the corresponding degree. This method breaks the fixed four-year academic system, and those with excellent grades can get corresponding degrees within three years, which can be called "eclectic talent reduction". Thanks to Eliot's efforts, Harvard University hired celebrities and scholars to teach, offering more elective courses than other universities, expanding students' knowledge and giving full play to their learning potential. Eliot's educational thought and curriculum reform have had a far-reaching impact on the development of American higher education. He stressed that colleges and universities should give students three magic weapons: first, give students the freedom to choose in their studies; The second is to give students the opportunity to display their talents in the subjects they are good at; The third is to change students' learning from passive behavior to independent behavior, and liberate students from dependence and subordination to teachers.

1909, Lowell became the principal. On the premise of retaining the advantages of free course selection system, he put forward a new teaching reform plan. From 19 14, the system of "centralization and decentralization" was implemented. The so-called "concentration" means that in 16 elective courses, six specialized courses of the department must be taken to ensure the key points; The so-called "distribution" means that two of the other six courses are selected from three different knowledge fields to ensure that students' knowledge is broader. The rest of the courses are freely chosen by students. This system can not only ensure the depth of specialized courses, but also broaden students' horizons and leave appropriate space for students' personal hobbies.

1933, chemist Conant served as the principal, and he made great efforts to set up a special Committee to study the curriculum reform of 1940. After five years of repeated research, a special report was put forward, which advocated strengthening general education. According to the recommendations of the special report, Harvard University conducted experiments for another five years, and formally implemented the "general education" system in 195 1. According to the provisions of the general education system, students in the first, first and second grades should take 6 specialized courses from their own departments, and then choose 1 general education courses from humanities, society and nature, with 3 courses and at least 3 courses from other departments; Second, there are also general education classes in the third and fourth grades. Those who have not studied general education in grade one or two may not attend general education in grade three or four. Third, students studying for master's degree and doctor's degree can take some general education courses in the third and fourth grades; Fourth, students are not allowed to take two courses belonging to the same examination group. In this way, general education and professional education are closely integrated, connected and developed in an orderly manner. This method absorbs the advantages of the former system and synthesizes them, forming a free course selection system based on exchange education and oriented to centralization and decentralization.

There are generally four grading methods for Harvard students' grades: First, according to the five grades of A, B, C, D and E, A is the highest score; Second, pass and fail; Third, satisfaction and dissatisfaction; Fourth, there are credits and no credits.

The curriculum reform of Harvard University has not stopped. They then study which courses are the core courses or basic courses in general education. They deeply realize that no matter what major they study, they must have profound basic knowledge. Harvard university's concept of "deep roots and lush foliage" is very clear.

Derek Bok became president in 197 1. He attached great importance to undergraduate basic education and took effective measures. At the beginning of the 20th century, liberal arts courses in American universities were set according to the principle of combining depth with depth, which not only allowed students to have a deeper understanding of a certain field, but also required students to have a wider range of dabbling in other fields. By the middle of the 20th century, students are required to have a general and basic understanding of humanities, social sciences and natural sciences in terms of knowledge breadth. In the 1960s and 1970s, the above curriculum model was challenged again. Due to the unprecedented expansion of human knowledge, the boundaries between traditional disciplines have been broken, which makes the traditional liberal arts curriculum structure in a situation of having to be reformed. 1973, President Bok appointed Henry Rosovsky as the dean of Harvard College of Arts and Sciences, entrusted him to study the goals of Harvard College of Arts and Sciences and various problems existing in undergraduate education, and called on teachers to make suggestions, brainstorm and reformulate the goals and methods of university teaching. Rosovski appointed Professor Wilson to study the same basic courses, and put forward a reform plan in 1976, namely "Wilson Report". This report advocates the compulsory basic course of * * *. After repeated discussion and revision, Dean Rosovski personally presided over the further revision. Results 1978 put forward a report on the basic course of * * *, and decided to put it into practice the next year.

From the above process, we can see that Harvard University is constantly adapting to the requirements of the times and constantly innovating. This reform is not carried out in a hurry with pure enthusiasm, nor is it carried out in isolation. These are of great significance to our educational reform.

Institutions of Harvard University

The governing bodies of Harvard University are the Board of Directors and the Board of Supervisors of Harvard University.

Harvard university board of directors

The board of directors of Harvard University is responsible for managing the financial affairs and affairs of the school. Major issues concerning educational policies and institutional setup shall be discussed and decided by the principals and directors of each department to the board of directors. The dean and dean of the graduate school of Harvard University are appointed by the President.

School affairs supervision Committee

The supervisory committee of Harvard University consists of 30 members. Most of these members are elected by alumni who graduated from Harvard College and Radcliffe College for a term of six years. The school affairs supervision committee holds regular meetings to investigate and study the work of the university, put forward suggestions on the educational policies and practices of the university, and support major activities of the university.

Long-lasting vitality is always new.

Among the world famous schools, Harvard University is an immortal pine tree. Exploring the lasting relationship of this famous university is a topic of interest to higher education researchers all over the world. The reason why it can endure and keep pace with the times is worth learning in all universities.

First, innovation. When Harvard College was founded, it was only the size of a rural school in rural China. Now it has developed into the first university in the United States with large scale, advanced equipment, outstanding achievements and far-reaching influence. This is not a gift from God, nor is it spontaneous, but the result of Harvard people's hard work and constant innovation. Facts have proved that metabolism and innovation are universal laws of the development of things. From imitating Britain and Germany to independent innovation system, from learning only fixed courses to adopting free course selection system, centralized and decentralized system and general education system, Harvard has formed a free course selection system based on general education and oriented by centralized and decentralized system, and so on, all of which are the results of innovation and have not stopped today. This is the vitality of a thriving school.

Second, pay equal attention to quality. When Harvard was founded, there was only one teacher and four students. Now, the number of teachers has exceeded 2000, and the number of students is nearly 20,000. The development of numbers is amazing. Harvard did not neglect the improvement of quality in its development, and insisted on paying equal attention to quality. In addition to clear guiding ideology, there are two more important measures to ensure the quality of education: First, enrich and improve the equipment, "workers must sharpen their tools first if they want to do a good job", and Harvard's teaching facilities, laboratories, libraries, museums and so on. Are first-class; Second, pay attention to people's quality. Teachers should be creative and students should be selective. Harvard is very strict about the admission of students. About 65,438+00-20% of the applicants were admitted, and most freshmen got A grades in middle school before entering school. Due to the strong faculty, high starting point for students and other conditions such as material facilities, Harvard's education quality is quite high, ranking among the best universities in the United States and even the world.

Third, the combination of teaching and scientific research. World-famous institutions of higher learning have become "two centers", which are both teaching centers and scientific research centers, among which Harvard is the best. Facts show that no matter how high the level of teachers is, they need to continue their studies. Teachers in Harvard all have scientific research tasks, and senior students or students with excellent grades in Harvard also engage in certain scientific research work while studying. Harvard library and museum not only serve teaching and research, but also engage in teaching and research. Harvard university has achieved the combination of teaching and scientific research, which promote each other and complement each other.

Fourth, internal and external cooperation. The internal units of Harvard University are closely linked, and many students can register and study across departments and disciplines. Harvard also cooperates with famous universities and influential scientific research institutions such as MIT. Internal and external cooperation enables Harvard University to maximize the mobilization of human and material resources, foster strengths and avoid weaknesses, and give full play to the best benefits.

Harvard university sociology department

Compared with the history of Harvard University, Harvard sociology is young. Founded in 1636, Harvard University is the oldest institution of higher learning in the United States. Harvard's sociology was founded in 1930, which was not only later than European sociology, but also a latecomer in the United States (the sociology department established in University of Chicago 1892 was the first sociology department in the United States). However, Harvard is Harvard after all, and because it is an important place of academic culture, the sociology department of Harvard has become the research center of sociology in North America, which has created a new stage of sociology development in the world. Some people even say that American sociology began its "Enlightenment" in the late 1930s, and the birthplace of this Enlightenment was Harvard Sociology Department. This is inseparable from the achievements of many famous sociologists at that time.

First of all, the founder of Harvard Sociology Department, P.A. Sorokin (1889- 1968), is regarded as the last pioneer of the older generation of sociologists, and ranks alongside Bingler, Russell, Toynbee and other masters as outstanding figures in the 20th century. His life is legendary and pioneering. He used to be a political activist with dramatic colors. Sorokin was deported from the former Soviet Union in 1922, and soon arrived in the United States. 1930 became an American citizen and transferred to Harvard University to teach until 1959 retired.

Sorokin's most important achievement is what he achieved during his time at Harvard. Prior to this, Harvard University had not established a sociology department. He was initially placed in the economics department. 1930, at his initiative, the school established the Department of Sociology, with Sorokin as the first director for a term of 12. The newly established sociology department quickly attracted a large number of outstanding talents, making Harvard an academic center of American sociology in a short time. Important people who have taught or studied at Harvard include Parsons, homans and Merton. Many of them later became the main representatives of functional school and the giants of American sociology.

1942, Sorokin resigned as department head and Parsons took over. Sorokin gradually deviated from sociological research. In the late 1940s, he founded the Harvard Center for Creative Altruism, turned to the study of altruism, and further developed comparative social studies and criticism of American society. In the 1940s and 1960s, Sorokin's image in American sociology was somewhat outdated. He attacked the modern centralized military industrial society and thought that the western society was facing a huge crisis.

Talcott Parsons (1902— 1979) took over as the head of the sociology department, which opened a glorious period of Harvard sociology. The emergence of functionalism school founded by him also marks the beginning of modern sociology. Parsons taught at Harvard University in 1927, first in the Department of Economics, and then in the newly established Department of Sociology in 193 1, working under Sorokin. Although their cooperation was not successful, Parsons' heel became more and more stable. 1944 took over as the department head, 1946 was reorganized into the social relations department, and served until 1956. By the time 1973 retired, he had been teaching at Harvard for 46 years.

Parsons has been writing and writing all his life. His famous work is The Structure of Social Action published by 1937. This book has established his position in American sociology and is regarded as a classic with watershed significance for the development of American sociological theory. This achievement fundamentally changed the poor situation of American sociological theory and showed the important value of sociological theory research. Thus, American sociology entered the so-called "golden age".

Parsons is actually a rare theorist, and his achievements are mainly manifested in the inheritance and innovation of sociological theory. By the end of 1940s, Parsons' academic research had reached a turning point. Represented by social system, he formed a functionalist view with the characteristics of system theory. What is important is that he joined a large number of talents in the newly reorganized social relations department, thus establishing his sociological empire!

In fact, as early as the mid-1930s, Parsons established a good interactive relationship with a group of talented graduate students in the Department of Sociology. These people include Merton, Davis, John Reilly, William, Moore and so on. This is the so-called Harvard circle They discussed the theoretical problems of functionalism with Parsons and Merton as the core. Through their efforts, functionalism became the first and most influential school of modern sociological theory.

When it comes to functionalism, we can't help mentioning robert merton. Although 1939 left Harvard, he had an indissoluble bond with Harvard.

Merton graduated with 193 1 and won a scholarship from Harvard University. He became the first graduate student in the newly established sociology department and was guided by famous teachers such as Sorokin. 1936 received a doctorate. After graduation, Merton worked as a lecturer and tutor at Harvard University for more than two years, and then taught in tulane university, New Orleans. From 194 1 to teach at Columbia University.

Sorokin was the first scholar who had the greatest influence on Merton's academic career. Merton later recalled that he seemed to arrogantly choose Harvard University because Sorokin was there. He said that Sorokin was the mentor he sought, and it was Sorokin that attracted him to Harvard and exposed him to a wide range of European ideas. Merton became a research assistant and teaching assistant in Sorokin as soon as he entered school. He said that he even became body double in Sorokin and went to his office to do many things for him every day. So Merton participated in the research earlier, and the results kept coming out. For example, his first academic paper on French sociology published in 1934 was written for Sorokin. He also participated in the research of Durkheim's sociology earlier, and more importantly, he participated in the research project of Sorokin's Magnificent Social and Cultural Dynamics. These studies laid a solid foundation for Merton's later research, and even played a stereotyped role.

The second figure who had a great influence on Merton's academic growth was Parsons, who was a young teacher at that time. Merton said that the person who really started his sociological thinking was not Sorokin, but Parsons. During his stay at Harvard, Parsons was both his teacher and his opponent. Together, they put forward a functionalist view. Merton and others often go to Parsons' theoretical class at that time and discuss it together after class. Parsons was writing The Structure of Social Action, and Merton had carefully read his manuscript and made critical comments.

Although Parsons' theoretical views aroused Merton's great interest, from the beginning, Merton's theoretical orientation and style were very different from Parsons', and even his theoretical differences were bigger than we thought. Merton and Parsons are both called "giants" of functionalism, but their theoretical orientations are quite different. Parsons pursues the high abstraction and monism of theory and the "grand theory"; Merton, on the other hand, emphasizes the experience and diversity of theory and advocates the establishment of "middle-level theory". The former belongs to the hedgehog and the latter belongs to the fox. Therefore, from the beginning, Merton and Parsons took different theoretical paths.

George homans (19 10- 1989) is also one of the masters of Harvard sociology. He entered Harvard University in the early 1930s and began to study English literature. Later, influenced by biochemist L Henderson, psychologist and Mayo, the main organizer of Hawthorne's experiment, he turned to sociology. He became the main member of Pareto Research Association of Harvard University at that time, and started Pareto research in the early days.

1939, homans taught in the sociology department, but in 194 1 year, he was drafted into the army. It was not until 1946 that Parsons established the social relations department that he returned to the sociology department. 1970 to 1975, dean of sociology department. His major works are Human Groups (1950) and Social Behavior and Its Basic Forms (196 1). Influenced by B.F. Skinner in his later period, he mainly advocated a behaviorism research orientation and emphasized the psychological explanation of social phenomena, thus forming a sharp confrontation with the popular functionalist view.

When Parsons established the Department of Social Relations, the famous sociologist Samuel stouffer (1900-60) also joined the ranks of homans. He has taught at the University of Wisconsin and the University of Chicago, specializing in quantitative analysis methods. He established the "Social Relations Laboratory" at Harvard University and conducted a series of important research. The main work, American soldier (1949), has made outstanding contributions to group dynamics and social research methods. Christopher's more important influence at Harvard University lies in Parsons' courses for graduate students. Although he and Parsons have different academic research styles, one specializes in empirical research and the other in theoretical thinking, they have their own strengths and complement each other in the postgraduate courses they co-host, which has benefited students a lot.

With the death of these sociologists, Harvard sociology seems to have lost its former glory. However, the legacy of these masters still exists, and Yu Wei is still there. Therefore, in the small conference room wall of Harvard Sociology Department, it reads:

With a degree in sociology, you can go anywhere!