The quest for excellence should guide everyone's
life, and excellence, which is a relative term, can function only within
diversity. History teaches us that all revolts against totalitarian regimes
were instigated in the name of individual freedom in the face of a denial
of diversity, that is, of a denial of access to excellence.
The idea of excellence is not restricted to particular fields since there are no activities that are inherently superior to others: it is preferable to be an outstanding nurse than a mediocre doctor, an inventive technician than an uninspired engineer. Excellence exists in the diversity of callings and careers that we all pursue.
It is precisely in the educational system that one should find the opportunity
to discover where one can perform in a superior manner. Since everyone has
some talent, it is the responsibility of all who contribute to the educational
enterprise
to help each other—and especially the students—to take the path to
personal and professional excellence. Excellence has three requirements:
a personal ethic based on a belief in the continuous need for improvement,
a desire to “master
oneself rather than the universe,” as Descartes put it, and a collective
ideology that recognizes diversity, merit, and talent. The research university
exists to foster just such an ideology.
We cherish all forms of diversity in higher education, but the foundation is always intellectual diversity. If different points of view are expressed, and if these views critically engage each other, then a more refined view of the truth will emerge. Intellectual diversity is, therefore, indispensable to the pursuit of truth, which is the fundamental mission of the university.
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