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The knowledge created by academic science is by no means the only important contribution that universities make to the welfare of their societies. By educating students and by preparing them well for services across a wide range of occupations and professions, universities contribute as much through their teaching as they contribute through their research.
   The increase in the number of well-trained engineers here in China has been staggering. Providing students with the required skills to obtain jobs is important, and I know it is the top priority here in China, too. But I want to talk about a more profound objective of university education, not about training people for a specific vocation, but rather about educating students to be creative, flexible, and adaptive problem-solvers, capable of innovation and leadership. The world we live in is fast-paced and constantly changing. In such a world, knowledge of a given body of information is not enough to survive, much less thrive. Scientists, business leaders and government officials must have the ability to think critically and creatively, and to draw upon and adapt ideas to new environments.
   Education institutions are committed to "general education" for undergraduates. The premise underlying the philosophy of general education is that students will be best prepared for life if they can assimilate new information and reason through to new conclusions. Since any particular body of knowledge is bound to become obsolete, the object of general education is not to convey any particular content, but rather to develop certain qualities of mind; the ability to think independently, to regard the world with curiosity and ask interesting questions, to subject the world to sustained and rigorous analysis, to use the perspectives of more than one discipline, and to arrive at fresh, creative answers. Society gains most from such an education that enables students to reason, to think creatively, and to respond adaptively.
   The seminar is a fundamental part of most undergraduate and graduate programs at many top universities. The purpose of a small seminar is to challenge students to articulate their views and defend them in the face of classmates and the professor, who may disagree with them. This forces them to reason through issues and to think critically for themselves, not just repeat what a professor has told them or what they have read. Often, these seminar courses are accompanied by in-depth research and writing assignments, and students are required to engage in independent study and write a paper articulating and defending their own conclusions.
   Professors also encourage students’ critical thinking through writing assignments and examination questions they ask. Exams emphasize analysis and problem solving rather than description and memory. Many exam questions in our colleges don’t have a correct answer; they are designed to see how well a student can draw upon the facts and theoretical explanations at their disposal to give a convincing argument of their own.
   This emphasis on critical thinking produces graduates who are intellectually flexible and open to new ideas with curiosity and capacity to adapt to ever-changing work environments. In business, they can convert new knowledge into new products and services, and in government, they can find innovative solutions to new challenges. In a word, universities strengthen their society’s capacity to innovate by educating students to be capable of flexible, adaptive and creative responses to changing conditions. Innovation is a main theme in the world today and it is through our educational activities that we can contribute to a nation’s capacity to innovate.