Newsletter No. 313

第 313 期 2008 年 3 月 4 日 No. 313 4 March 2008 第三一三期 二零零八年三月四日 No. 313 4 March 2008 (续下页 To be continued ) 一切缘起「非典」 一般香港人私底下未必认识沈祖尧教授,但总会知 道他是谁。自2003年非典型肺炎在香港肆虐之后, 他已成了港人的公共财产。他获《时代杂志》嘉 誉为「亚洲英雄」,获星岛报业集团选为2003年 「杰出领袖(社区/公共事务)」,香港电台及 《明报》颁发「抗SARS杰出奖(医护科技人员 组)」,又获港府颁授2004年银紫荆星勋章。他的 事业一帆风顺,1992年加入中大医学院,短短六年 间便由讲师晋升至内科及药物治疗学系系主任兼讲 座教授,现任医学院副院长。他在教研方面屡获奖 项,2003年获中大校长模范教学奖,2004年获裘槎 基金会优秀医学科研学者奖,2006年获教育部与香 港李嘉诚基金会长江学者成就奖,年初更获颁国家 科学技术进步奖二等奖。 这样一位公众眼中的成功 人物,在逸夫书院的院长就职礼上告诉我们,「非 典」让他知道这世上「没有永远正确的策略;没有 不可或缺的人;没有不败的英雄;没有永恒的成 功。只有不断从过往的经验学习,然后把经验传给 下一代,历史才能长存。」 ( 沈教授就职讲辞 ) 人生的下半场 在事业稳健发展、声誉日隆之际,经过非典疫潮洗 礼的沈教授反思他的路向。彪炳的研究成绩、汗牛 充栋的著作,若干年后,价值总会消减。这是否人 生的唯一使命?「四十多岁的我,在人生的下半 场,如何做一些价值更持久的事?」 面对激烈竞争,沈教授承认学术机构追求卓越无可 厚非,然而不可因此舍本逐末。他明白教学人员面 对工作、拨款、发表论文的压力,纵然想多花心思 与时间在学生身上,往往心有余而力不足。然而, 在汲汲于计算全球排名、国际奖项,或在《自然科 学》发表了多少篇文章的风尚下,沈教授禁不住 问:「到最后,学生的位置在那里?我们往往偏重 了这些卓越的指标,而忘记了大学教化下一代的根 本使命。」他决定不以学术的突破、世俗的赏誉为 先,而以教育为重。 回归学生为本 「只在讲课时把知识传授给学生,并不能担保他将来 做一名仁心仁术的医生,或成为对社会有用的人。」 当年一位在医院病房里感染了非典型肺炎的医科生, 痊愈后写信告诉沈教授,留医的三个星期是整个医科 课程里最有得着的一段日子,他终于从病人的角度体 察到医护人员应有的工作道德;医生轻握一下手,或 讲一些体己的话,都是病人的强心针。这种学习远胜 课堂。沈教授了解到「原来教学生不一定在讲台上, 以身作则十分重要。我没有什么值得矜夸,只想把自 己走过的路,或我所认识的人的经验告诉学生,扩阔 他们的视野,也免他们走冤枉路。」 不惑,复知天命 访问新任逸夫书院院长沈祖尧教授 The Mission of an Educator: Interview with Prof. Joseph Sung, New Head of Shaw College It All Began with SARS After the 2003 SARS epidemic, Prof. Joseph J. Y. Sung became a household name in Hong Kong. He was hailed as one of the ‘Asian Heroes’ by Time magazine, honoured with the Distinguished Award for Scientist and Medical Profession in the Fight Against SARS 2003 by RTHK and Ming Pao Hong Kong, elected Leader of the Year 2003: Community and Public Affairs by Sing Tao Daily and Hong Kong iMail, and awarded the Silver Bauhinia Star by the Hong Kong Government in 2004. Now the associate dean of the Faculty of Medicine, Prof. Sung joined the Faculty of Medicine of CUHK in 1992 and was made chair professor and chairman of the Department of Medicine and Therapeutics in only six years. He has received countless awards in teaching and research, including the Cheung Kong Achievement Award in 2006 and the State Scientific and Technological Progress Award second-class award earlier this year. In his inaugural address as the Head of Shaw College, he summed up what he had learnt during the SARS epidemic. ‘No strategy is always right. No single person is indispensable. No hero is unbeatable. No success is everlasting. Only through learning fromour past and passing it on to the next generation can we perpetuate our history. From there on, I decided to commit myself to education.’ (Inaugural address of Prof. Sung) Making a Mark While his career steadily developed and his reputation rose, Prof. Sung pondered his future. ‘What can I do to leave a more profound mark on the second half of my life?’ Prof. Sung said while it was understandable for a university to pursue academic excellence in the face of keen competition, he could not help wondering. ‘Amidst fixations on ranking, awards and publications, what is the place of our students? In the pursuit of prestige, the fundamental mission of a university, namely, education of the next generation, seems to be lost on us.’ He decided to give top priority to the education of students. Back to Students ‘The mere imparting of knowledge does not guarantee that a medical student would make a good doctor or a useful person,’ Prof. Sung said. A medical student infected with SARS once told him in a letter that he found the three weeks in the hospital ward the most rewarding experience during the course of the medical programme, because he could view the profession of a doctor from the perspective of a patient. It dawned on the professor that ‘classrooms aren’t the only places I can teach. It’s equally important that I serve as a role model for my students.’ A large class of the Faculty of Medicine usually comprises about 150 students. In the hospital wards, teachers and students hardly recognize each other’s face because they are all covered by masks. Prof. Sung kept thinking about taking up a new role so he could develop a closer relationship with his students. When asked whether he would like to be the Head of Shaw College, he had hesitated, but the Thousand-

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