ABOUT THE SPEAKER
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

Why you should listen

Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."

A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.

More profile about the speaker
Ken Robinson | Speaker | TED.com
TED2006

Sir Ken Robinson: Do schools kill creativity?

ເຄັນ ໂຣບິນສັນ ບອກວ່າ ໂຮງຮຽນທຳລາຍຄວາມຄິດສ້າງສັນ

Filmed:
64,284,825 views

ທ່ານ ເຄັນ ໂຣບິນສັນ ຍົກເຫດຜົນ ທີ່ທັງ ບັນເທີງ ແລະ ຈັບໃຈ ກ່ຽວກັບການສ້າງລະບົບການສຶກສາທີ່ ທະນຸບຳລຸງ (ແທນທີ່ຈະທຳລາຍ) ຄວາມຄິດສ້າງສັນ.
- Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio

Double-click the English transcript below to play the video.

00:24
Good morning. How are you?
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ສະບາຍດີ. ພວກທ່ານເປັນແນວໃດແດ່? ຜ່ານມາຄັກຫຼາຍ ແມ່ນບໍ?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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ຂ້າພະເຈົ້າເກືອບຫງາຍຍ້ອນສິ່ງທີ່ໄດ້ເກີດຂຶ້ນທັງໝົດ.
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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ອັນທີ່ຈິງ, ຂ້າພະເຈົ້າວ່າຈະກັບດີກວ່າ. (ຫົວ)
00:36
(Laughter)
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ຜ່ານມາ ມີຢູ່ ສາມ ແກນ, ແມ່ນບໍ່,
00:42
There have been three themes
running through the conference
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ທີ່ໄດ້ຜ່ານກອງປະຊຸມ, ເຊິ່ງກ່ຽວພັນ
00:45
which are relevant
to what I want to talk about.
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ກັບສິ່ງທີ່ຂ້າພະເຈົ້າຢາກເວົ້າເຖິງ
00:47
One is the extraordinary
evidence of human creativity
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ອັນທີໜຶ່ງແມ່ນຫຼັກຖານອັນອັດສະຈັນ ຂອງຄວາມຄິດສ້າງສັນຂອງມະນຸດຊາດ
00:52
in all of the presentations that we've had
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ໃນບົດສະເໜີທັງໝົດທີ່ພວກເຮົາໄດ້ຟັງຜ່ານມາ
00:54
and in all of the people here.
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ແລະ ຈາກໝົດທຸກຄົນທີ່ຢູ່ທີ່ນີ້. ສະເພາະແຕ່ ຄວາມຫຼາກຫຼາຍ
00:56
Just the variety of it
and the range of it.
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ແລະ ຂອບເຂດ ຂອງມັນ ກໍ່ພໍແຮງແລ້ວ. ອັນທີສອງນັ້ນແມ່ນ
01:00
The second is
that it's put us in a place
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ສິ່ງນີ້ ພາເຮົາມາຢູ່ໃນຈຸດທີ່ພວກເຮົາບໍ່ຮູ້ເລີຍວ່າແມ່ນຫຍັງຈະເກີດຂຶ້ນ,
01:02
where we have no idea
what's going to happen,
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01:04
in terms of the future.
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ໃນອະນາຄົດ. ບໍ່ຮູ້ເລີຍ
01:06
No idea how this may play out.
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ວ່າ ສິ່ງເຫຼົ່ານີ້ຈະຜັນຂະຫຍາຍໄປແນວທາງໃດ.
01:09
I have an interest in education.
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ຂ້າພະເຈົ້າມີຄວາມສົນໃຈໃນການສຶກສາ -
01:10
Actually, what I find is everybody
has an interest in education.
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ອັນທີ່ຈິງແລ້ວ, ສິ່ງທີ່ຂ້າພະເຈົ້າເຫັນແມ່ນ ໝົດທຸກຄົນມີສິ່ງທີ່ຕ້ອງສົນໃຈໃນການສຶກສາ.
ບໍ່ແມ່ນບໍ? ຂ້າພະເຈົ້າເຫັນວ່າສິ່ງນີ້ເປັນຕາສົນໃຈຫຼາຍ.
01:15
Don't you?
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01:16
I find this very interesting.
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ຖ້າທ່ານໄປຮ່ວມງານສັງສັນ, ແລະ ເວົ້າວ່າ
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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ທ່ານເຮັດວຽກໃນຂະແໜງສຶກສາ -
01:21
Actually, you're not often
at dinner parties, frankly.
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ອັນທີ່ຈິງ, ທ່ານຈະບໍ່ຄ່ອຍໄດ້ໄປຮ່ວມງານສັງສັນດອກ, ເວົ້າແທ້, ຖ້າທ່ານເຮັດວຽກໃນຂະແໜງສຶກສາ.
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
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(ຫົວ) ບໍ່ມີໃຜເຊີນທ່ານດອກ.
01:31
(Laughter)
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ແລະ ກໍ່ບໍ່ມີໃຜຊວນທ່ານເປັນເທື່ອທີສອງ, ເຊິ່ງມັນກໍ່ແປກ. ຂ້າພະເຈົ້າວ່າມັນປະຫຼາດດີ.
01:34
And you're never asked back, curiously.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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ແຕ່ວ່າຖ້າທ່ານໄດ້ໄປ, ແລະ ບອກໃຜຜູ້ໜຶ່ງວ່າ,
ຫັ້ນນ່າ, ເຂົາຖາມວ່າ, “ເຈົ້າເຮັດວຽກຫຍັງ?”
01:40
you know, they say, "What do you do?"
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ແລ້ວ ທ່ານບອກວ່າທ່ານເຮັດວຽກໃນຂະແໜງສຶກສາ,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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ທ່ານຊິເຫັນໃບໜ້າຂອງເຂົາປາດສະຈາກສີເລືອດ. ເຂົາຈະເປັນປະມານວ່າ,
01:46
They're like, "Oh my God,"
you know, "Why me?"
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“ຈັ່ງແມ່ນຊາດ,” ຫັ້ນນ່າ, “ເປັນຫຍັງຕ້ອງແມ່ນກູ? ຫາກໍ່ຊິໄດ້ອອກມາສັງສັນກັບໝູ່ເທື່ອທຳອິດໃນອາທິດ.” (ຫົວ)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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ແຕ່ຖ້າທ່ານຫາກຖາມກ່ຽວກັບການສຶກສາຂອງເຂົາ,
01:54
But if you ask about their education,
they pin you to the wall.
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ເຂົາຈະຈັບທ່ານຕິດຝາ. ເພາະວ່າມັນເປັນສິ່ງໜຶ່ງ
01:57
Because it's one of those things
that goes deep with people, am I right?
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ທີ່ລົງເລິກໃນຕົວຄົນເຮົາ, ຂ້າພະເຈົ້າເວົ້າຖືກບໍ?
ຄືກັບ ສາດສະໜາ, ເງິນຄຳ ແລະ ສິ່ງອື່ນໆ.
02:01
Like religion, and money and other things.
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ຂ້າພະເຈົ້າມີຄວາມສົນໃຈອັນໃຫຍ່ຫຼວງໃນການສຶກສາ, ແລະ ຄິດວ່າເຮົາທຸກຄົນມີຄືກັນໝົດ.
02:04
So I have a big interest in education,
and I think we all do.
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ເຮົາມີສ່ວນໄດ້ສ່ວນເສີຍອັນໃຫຍ່ຫຼວງໃນການສຶກສາ,
02:08
We have a huge vested interest in it,
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ສ່ວນໜຶ່ງຍ້ອນວ່າ ມັນແມ່ນການສຶກສານີ້ລະທີ່ຄວນຈະ
02:10
partly because it's education
that's meant to take us into this future
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ພາເຮົາໄປສູ່ອະນາຄົດທີ່ພວກເຮົາບໍ່ສາມາດເຂົ້າໃຈໄດ້.
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
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ຖ້າທ່ານລອງຄິດເບິ່ງ, ເດັກນ້ອຍທີ່ເລີ່ມເຂົ້າໂຮງຮຽນປີນີ້
ຈະກິນບຳນານໃນປີ 2065. ບໍ່ມີໃຜຮູ້ -
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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ເຖິງຈະມີຊ່ຽວຊານຕັ້ງຫຼາຍຄົນທີ່ໄດ້ແຫ່ຂະບວນມາໃນໄລຍະ 4 ວັນທີ່ຜ່ານມາ -
02:25
despite all the expertise that's been
on parade for the past four days,
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ວ່າໂລກນີ້ຈະເປັນແນວໃດ
02:29
what the world will look like
in five years' time.
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ໃນອີກ 5 ປີ. ແຕ່ປານນັ້ນ ພວກເຮົາຍັງພັດ
02:32
And yet we're meant
to be educating them for it.
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ຕ້ອງໄດ້ໃຫ້ການສຶກສາແກ່ເດັກນ້ອຍເຜື່ອໄວ້. ສະນັ້ນ ການທີ່ບໍ່ສາມາດຄາດເດົາໄດ້ນັ້ນ, ຂ້າພະເຈົ້າຄິດວ່າ,
02:34
So the unpredictability,
I think, is extraordinary.
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ເປັນສິ່ງທີ່ມະຫັດສະຈັນ.
02:36
And the third part of this
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ແລະ ສ່ວນທີສາມ ໃນນີ້ ແມ່ນ
02:38
is that we've all agreed, nonetheless,
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ພວກເຮົາທຸກຄົນໄດ້ເຫັນພ້ອມກັນແລ້ວ ເຖິງ
02:40
on the really extraordinary
capacities that children have --
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ສະມັດຖະນະອັນອັດສະຈັນທີ່ເດັກນ້ອຍມີ -
02:45
their capacities for innovation.
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ສະມັດຖະນະເພື່ອການປ່ຽນແປງຂອງເຂົາ. ຂ້າພະເຈົ້າໝາຍເຖິງ, ຊີເຣນາ ມື້ຄືນນີ້ ແມ່ນຄົນທີ່ມະຫັດສະຈັນ,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
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ບໍ່ແມ່ນບໍ? ພຽງແຕ່ເບິ່ງສິ່ງທີ່ລາວສາມາດເຮັດໄດ້.
02:50
Just seeing what she could do.
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ແລະ ລາວກໍ່ມີຈຸດພິເສດ, ແຕ່ຄັນຊິເວົ້າແລ້ວ ຂ້າພະເຈົ້າຄິດວ່າລາວກໍ່ບໍ່ໄດ້
02:52
And she's exceptional, but I think
she's not, so to speak,
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02:57
exceptional in the whole of childhood.
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ພິເສດມາຕັ້ງແຕ່ຍັງນ້ອຍ.
ສິ່ງທີ່ທ່ານເຫັນນັ້ນແມ່ນຄົນຜູ້ໜຶ່ງທີ່ອຸທິດຕົນຢ່າງຍິ່ງ
03:00
What you have there is a person
of extraordinary dedication
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ຜູ້ທີ່ພົບກັບພອນສະຫວັນ. ແລະ ຂໍ້ສະເໜີຂອງຂ້າພະເຈົ້າແມ່ນວ່າ
03:03
who found a talent.
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ເດັກທຸກຄົນມີພອນສະຫວັນຫຼາຍຫຼວງ.
03:05
And my contention is,
all kids have tremendous talents.
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ແລະ ພວກເຮົາກໍ່ສິ້ນເປືອງສິ່ງນີ້ໄປ, ຢ່າງບໍ່ໃສ່ໃຈເລີຍ.
03:07
And we squander them, pretty ruthlessly.
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ສະນັ້ນ ຂ້າພະເຈົ້າຢາກເວົ້າກ່ຽວກັບການສຶກສາ ແລະ
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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ຂ້າພະເຈົ້າຢາກເວົ້າກ່ຽວກັບຄວາມຄິດສ້າງສັນ. ຈຸດຢືນຂອງຂ້າພະເຈົ້າແມ່ນວ່າ
03:13
My contention is that creativity now
is as important in education as literacy,
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ຄວາມຄິດສ້າງສັນໃນປະຈຸບັນ ແມ່ນສຳຄັນສຳລັບການສຶກສາທຽບເທົ່າກັບການຮູ້ໜັງສື,
ແລະ ພວກເຮົາກໍ່ຄວນປະຕິບັດກັບທັງສອງສິ່ງໃນສະຖານະພາບດຽວກັນ.
03:19
and we should treat it
with the same status.
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(ຕົບມື) ຂອບໃຈ. ມື້ນີ້ກໍ່ມີເທົ່ານີ້ເດີ້.
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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ຂອບໃຈຫຼາຍໆ. (ຫົວ) ສະນັ້ນ, ຍັງອີກ 15 ນາທີ.
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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ອັນ, ຂ້າພະເຈົ້າໄດ້ເກີດທີ່... ບໍ່ແມ່ນ. (ຫົວ)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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ຫວ່າງມໍ່ໆມານີ້ ຂ້າພະເຈົ້າໄດ້ຍິນເລື່ອງດີໆເລື່ອງໜຶ່ງ - ຂ້າພະເຈົ້າມັກເລົ່າເລື່ອງນີ້ໃຫ້ຄົນຟັງ -
03:43
I heard a great story recently
-- I love telling it --
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ກ່ຽວກັບເດັກຍິງຜູ້ໜຶ່ງໃນຊົ່ວໂມງຮຽນແຕ້ມຮູບ. ລາວອາຍຸໄດ້ ຫົກ ປີ.
03:46
of a little girl
who was in a drawing lesson.
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ແລະ ລາວນັ່ງຢູ່ຫຼັງສຸດ, ກຳລັງແຕ້ມຢູ່,
03:49
She was six, and she was
at the back, drawing,
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ແລະ ຄູໄດ້ເວົ້າວ່ານາງນ້ອຍຜູ້ນີ້ບໍ່ຄ່ອຍ
03:51
and the teacher said this girl
hardly ever paid attention,
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ເອົາໃຈໃສ່ໃນໂມງຮຽນ, ແລະ ໃນຊົ່ວໂມງແຕ້ມຮູບແນວນີ້ລາວພັດໃສ່ໃຈ.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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ນາງຄູຮູ້ສຶກສະຫງົນ ແລະ ເຂົ້າໄປຫານາງນ້ອຍ
03:57
She went over to her,
and she said, "What are you drawing?"
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ແລະ ເວົ້າວ່າ, “ກຳລັງແຕ້ມຫຍັງ?”
04:00
And the girl said, "I'm
drawing a picture of God."
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ແລະ ນາງນ້ອຍເວົ້າວ່າ, “ແຕ້ມຮູບພະເຈົ້າ.”
04:03
And the teacher said, "But nobody
knows what God looks like."
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ແລະ ນາງຄູເວົ້າວ່າ, “ແຕ່ບໍ່ມີໃຜຮູ້ໄດ໋ວ່າພະເຈົ້າມີໜ້າຕາເປັນແນວໃດ.”
04:06
And the girl said,
"They will, in a minute."
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ແລະ ນາງນ້ອຍເວົ້າວ່າ, “ຈັກໜ້ອຍເຂົາຫາກຊິຮູ້.“
04:09
(Laughter)
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(ຫົວ)
ໃນຕອນທີ່ລູກຊາຍຂອງຂ້າພະເຈົ້າໄດ້ ສີ່ ປີ ທີ່ປະເທດອັງກິດ -
04:20
When my son was four in England --
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ອັນທີ່ຈິງ ລາວກໍ່ອາຍຸໄດ້ສີ່ປີຢູ່ທຸກບ່ອນຫັ້ນລະ, ເວົ້າແທ້. (ຫົວ)
04:23
Actually, he was four
everywhere, to be honest.
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ຖ້າເວົ້າໃຫ້ຖືກແທ້, ບໍ່ວ່າລາວຊິໄດ້ໄປໃສ, ລາວກໍ່ໄດ້ມີອາຍຸ ສີ່ ປີ ໝົດທັງປີນັ້ນລະ.
04:25
(Laughter)
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04:27
If we're being strict about it,
wherever he went, he was four that year.
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ລາວໄດ້ຫຼິ້ນລະຄອນຕອນເກີດຂອງພະເຈົ້າ.
04:30
He was in the Nativity play.
Do you remember the story?
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ທ່ານຈື່ເນື້ອເລື່ອງໄດ້ບໍ?​ ບໍ່ຫວາ, ມັນຍິ່ງໃຫຍ່ຂະໜາດ.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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ມັນເປັນເລື່ອງທີ່ຍິ່ງໃຫຍ່. ເມລ ກິບສັນ ຫຼິ້ນພາກຕໍ່ມາ.
04:36
Mel Gibson did the sequel,
you may have seen it.
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ທ່ານອາດຈະໄດ້ເບິ່ງແລ້ວ: ເລື່ອງ “Nativity II.” ແຕ່ ເຈມສ ໄດ້ບົດຂອງ ໂຈເຊັຟ,
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
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ເຊິ່ງເຮົາຕື່ນເຕັ້ນຫຼາຍ.
04:45
We considered this to be
one of the lead parts.
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ເຮົາຖືວ່າບົດນີ້ເປັນຕົວຫຼັກໜຶ່ງຂອງເລື່ອງ.
ໂຮງສະແດງໄດ້ເຕັມແຕ່ຄົນຂອງເຮົາທີ່ໃສ່ເສື້ອທີ່ມີລາຍຕີພິມວ່າ:
04:48
We had the place crammed
full of agents in T-shirts:
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“ເຈມສ ໂຣບິນສັນ ແມ່ນ ໂຈເຊັຟ!” (ຫົວ)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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ລາວບໍ່ຕ້ອງເວົ້າຫຍັງໃນເລື່ອງ, ແຕ່ທ່ານຮູ້ຕອນທີ່
04:54
but you know the bit
where the three kings come in?
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ພະລາຊາທັງສາມເຂົ້າມາ. ພວກເຂົານຳຂອງຂວັນມາ,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
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ແລະ ສິ່ງທີ່ພວກເຂົາຖືມາແມ່ນ ຄຳ, ກຳຍານ, ແລະ ຢາງໄມ້ຫອມ.
04:59
This really happened.
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ສິ່ງນີ້ໄດ້ເກີດຂຶ້ນແທ້. ພວກເຮົາກະໄດ້ນັ່ງຢູ່ຫັ້ນລະ
05:00
We were sitting there and I think
they just went out of sequence,
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ແລະ ຂ້າພະເຈົ້າຄິດວ່າພວກເຂົາໄປຂ້າມຕອນ.
ເພາະວ່າເຮົາລົມນຳລູກຊາຍຫຼັງຈົບການສະແດງ ແລະ ເວົ້າວ່າ,
05:04
because we talked to the little boy
afterward and we said,
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“ເຈົ້າບໍ່ເປັນຫຍັງບໍ?” ແລະ ລາວເວົ້າວ່າ, “ໂດຍ, ເປັນຫຍັງ? ມີຫຍັງຜິດໄປ?”
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
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ພວກເຂົາປ່ຽນຕົວ, ທໍ່ນັ້ນລະ.
05:09
They just switched.
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ແຕ່ຈັ່ງໃດກໍ່ຕາມ, ເດັກຊາຍ ສາມ ຄົນເຂົ້າມາ -
05:10
The three boys came in,
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ອາຍຸ ສີ່ ປີ ພ້ອມກັບຜ້າເຊັດມືພັນຫົວ -​
05:12
four-year-olds with tea towels
on their heads,
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ແລະ ພວກເຂົາວາງກ່ອງທັງສາມລົງ,
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
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ແລະ ເດັກຊາຍຜູ້ທຳອິດເວົ້າວ່າ, “ຂ້ອຍນຳຄຳມາໃຫ້ເຈົ້າ.”
05:17
And the second boy said,
"I bring you myrrh."
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ແລະ ເດັກຊາຍຜູ້ທີສອງເວົ້າວ່າ, “ຂ້ອຍນຳກຳຍານມາໃຫ້ເຈົ້າ.”
05:20
And the third boy said, "Frank sent this."
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ແລະ ເດັກຊາຍຜູ້ທີສາມເວົ້າວ່າ, “ແຟຣງ ສົ່ງອັນນີ້ມາ.” (ຫົວ)
05:22
(Laughter)
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05:34
What these things have in common
is that kids will take a chance.
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ຈຸດທີ່ຄ້າຍຄືກັນຂອງສອງເລື່ອງນີ້ແມ່ນວ່າ ເດັກນ້ອຍຈະລອງສ່ຽງເບິ່ງ.
ຖ້າເຂົາບໍ່ຮູ້, ເຂົາຈະລອງເຮັດເບິ່ງ.
05:37
If they don't know, they'll have a go.
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ຂ້າພະເຈົ້າເວົ້າແມ່ນບໍ? ພວກເຂົາບໍ່ຢ້ານທີ່ຈະຜິດ.
05:40
Am I right? They're not
frightened of being wrong.
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ບາດນີ້, ຂ້າພະເຈົ້າບໍ່ໄດ້ໝາຍຄວາມວ່າການຜິດ ແມ່ນຄືກັນກັບຄວາມຄິດສ້າງສັນເດີ້.
05:44
I don't mean to say that being wrong
is the same thing as being creative.
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ສິ່ງທີ່ພວກເຮົາຮູ້ແມ່ນ,
05:48
What we do know is,
if you're not prepared to be wrong,
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ຖ້າເຈົ້າບໍ່ກຽມພ້ອມທີ່ຈະຜິດ,
05:52
you'll never come up
with anything original --
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ເຈົ້າຈະບໍ່ມີວັນສ້າງສິ່ງທີ່ເປັນຕົ້ນສະບັບຂຶ້ນມາໄດ້.
05:54
if you're not prepared to be wrong.
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ຖ້າເຈົ້າບໍ່ກຽມພ້ອມທີ່ຈະຜິດ. ແລະ ກວ່າເຂົາຊິກາຍມາເປັນຜູ້ໃຫຍ່,
05:56
And by the time they get to be adults,
most kids have lost that capacity.
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ເດັກສ່ວນຫຼາຍໄດ້ສູນເສີຍສະມັດຖະພາບດ້ານນີ້ໄປແລ້ວ.
ພວກເຂົາໄດ້ກາຍມາເປັນຄົນທີ່ຢ້ານກົວການຜິດ.
06:01
They have become
frightened of being wrong.
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ແລະ ພວກເຮົາກໍ່ບໍລິຫານບໍລິສັດທັງຫຼາຍໃນລັກສະນະນີ້, ພວກທ່ານ.
06:03
And we run our companies like this.
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ເຮົາປະນາມການຜິດພາດ ແລະ ພວກເຮົາກໍ່ກຳລັງບໍລິຫານ
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
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ລະບົບການສຶກສາແຫ່ງຊາດທີ່ຖືວ່າ
06:09
where mistakes are the worst
thing you can make.
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ຄວາມຜິດພາດແມ່ນສິ່ງທີ່ເຮວຮ້າຍທີ່ສຸດທີ່ເຈົ້າຈະສາມາດເຮັດໄດ້.
06:12
And the result is that
we are educating people
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ແລະ ຜົນໄດ້ຮັບກໍ່ແມ່ນວ່າ ພວກເຮົາກຳລັງສຶກສາຄົນໃຫ້ພົ້ນຈາກ
06:15
out of their creative capacities.
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ສະມັດຖະພາບໃນການສ້າງສັນ. ປີກັດໂຊ ເຄີຍໄດ້ເວົ້າແລ້ວ.
06:18
Picasso once said this, he said
that all children are born artists.
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ລາວເວົ້າວ່າ ເດັກທຸກຄົນເກີດມາເປັນນັກສິລະປະໝົດ.
06:22
The problem is to remain an artist
as we grow up.
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ບັນຫາແມ່ນ ເຮັດແນວໃດເຮົາຈຶ່ງຊິຍັງເປັນນັກສິລະປະຢູ່ເມື່ອໃຫຍ່ຂຶ້ນມາ. ຂ້າພະເຈົ້າເຊື່ອໃນສິ່ງນີ້ຢ່າງຮຸນແຮງ,
06:25
I believe this passionately,
that we don't grow into creativity,
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ວ່າພວກເຮົາບໍ່ໄດ້ໃຫຍ່ຂຶ້ນມາສູ່ຄວາມຄິດສ້າງສັນ,
ພວກເຮົາໃຫຍ່ອອກຈາກມັນ. ຫຼື ອີກໃນໜຶ່ງ, ພວກເຮົາໄດ້ຮັບການສຶກສາໃຫ້ພົ້ນຈາກມັນ.
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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ສະນັ້ນ ເປັນຫຍັງຈິ່ງເປັນແນວນີ້?
06:33
So why is this?
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ຂ້າພະເຈົ້າເຄີຍອາໄສຢູ່ ສແຕຣດຝອດ ອອນ ອາວອນ ຈົນເຖິງປະມານ ຫ້າ ປີ ກ່ອນ.
06:34
I lived in Stratford-on-Avon
until about five years ago.
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ອັນທີ່ຈິງ, ພວກເຮົາໄດ້ຍ້າຍຈາກ ສແຕຣດຝອດ ຫາ ລອສ ແອງເຈລິສ.
06:38
In fact, we moved
from Stratford to Los Angeles.
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ສະນັ້ນ ທ່ານຄືຊິຈິນຕະນາການອອກວ່າມັນເປັນການປ່ຽນແປງທີ່ປາສະຈາກຂໍ້ຂັດຂ້ອງຂະໜາດໃດ.
06:41
So you can imagine
what a seamless transition that was.
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(ຫົວ) ອັນທີ່ຈິງແລ້ວ,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
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ພວກເຮົາເຄີຍອາໄສຢູ່ບ່ອນທີ່ເອີ້ນວ່າ ສນິດເຕິຟີລດ,
ຢູ່ນອກຂອງ ສແຕຣດຝອດ ໜ້ອຍໜຶ່ງ, ເຊິ່ງເປັນບ່ອນເກີດ
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
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ຂອງພໍ່ ຂອງ ເຊັກສເປຍ. ທ່ານມີຄວາມຄິດອັນໃໝ່ເຂົ້າມາໃນຫົວບໍ? ຂ້າພະເຈົ້າມີ.
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
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ທ່ານບໍ່ຄິດຫາພໍ່ຂອງ ເຊັກສເປຍ, ແມ່ນບໍ?
ທ່ານຄິດບໍ? ເພາະທ່ານບໍ່ຄິດຫາ
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
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ເຊັກສເປຍ ຕອນເປັນເດັກນ້ອຍ, ແມ່ນບໍ?
07:01
Shakespeare being seven?
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ເຊັກສເປຍ ຕອນມີອາຍຸ ເຈັດ ປີ ແມ່ນບໍ? ຂ້າພະເຈົ້າບໍ່ເຄີຍຄິດກ່ຽວກັບອັນນີ້ມາກ່ອນ.​ ຂ້າພະເຈົ້າໝາຍຄວາມວ່າ, ລາວເຄີຍ
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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ມີອາຍຸໄດ້ ເຈັດ ປີ ໃນຄັ້ງໜຶ່ງ. ລາວເຄີຍ
07:05
He was in somebody's
English class, wasn't he?
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ເຂົ້າຮຽນໃນຊົ່ວໂມງພາສາອັງກິດ ຂອງໃຜຜູ້ໜຶ່ງ, ແມ່ນບໍ? ເຈົ້າຄິດວ່າມັນຊິເປັນຕາລຳຄານຂະໜາດໃດ?
07:07
(Laughter)
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07:14
How annoying would that be?
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(ຫົວ) “ຕ້ອງພະຍາຍາມໜັກກວ່ານີ້.” ຖືກພໍ່ບອກໃຫ້ໄປນອນ, ທ່ານຄິດເບິ່ງ,
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
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ບອກ ເຊັກສເປຍ, “ໄປນອນ, ດຽວນີ້,”
ບອກ ວິລລຽມ ເຊັກສເປຍ, “ແລະ ກໍ່ວາງສໍລົງໄດ້ແລ້ວ.
07:32
And put the pencil down."
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ແລະ ກໍ່ເຊົາເວົ້າແບບນັ້ນ. ມັນເຮັດໃຫ້ໝົດທຸກຄົນສັບສົນ.”
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(ຫົວ)
07:42
(Laughter)
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ຈັ່ງໃດກໍ່ຢ່າ, ພວກເຮົາໄດ້ຍ້າຍຈາກ ສແຕຣດຝອດ ຫາ ລອສ ແອງເຈລິສ,
07:47
Anyway, we moved
from Stratford to Los Angeles,
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ແລະ ອັນທີ່ຈິງ ຂ້າພະເຈົ້າກໍ່ຢາກເວົ້າເຖິງການຍົກຍ້າຍໜ້ອຍໜຶ່ງ.
07:53
and I just want to say a word
about the transition.
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ລູກຊາຍຂ້າພະເຈົ້າບໍ່ໄດ້ຢາກມານຳ.
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
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ຂ້າພະເຈົ້າມີລູກສອງຄົນ. ລູກຊາຍ ອາຍຸ 21 ປີ ແລ້ວດຽວນີ້; ລູກສາວ ແມ່ນ 16.
08:00
He didn't want to come to Los Angeles.
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ລູກຊາຍບໍ່ໄດ້ຢາກມາ ລອສ ແອງເຈລິສ. ລາວມັກມັນຫຼາຍ,
ແຕ່ວ່າລາວໄດ້ເພື່ອນຍິງຢູ່ອັງກິດ. ນາງແມ່ນຮັກແຫ່ງຊີວິດຂອງລາວ, ນາງ ຊາຣາ.
08:02
He loved it, but he had
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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ລາວໄດ້ຮູ້ຈັກນາງເປັນເວລາໜຶ່ງເດືອນ.
08:08
He'd known her for a month.
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ເຖິງແນວນັ້ນ, ເຂົາເຈົ້າໄດ້ສະຫຼອງວັນຄົບຮອບເທື່ອທີ ສີ່,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
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ເພາະວ່າມັນເປັນເວລາທີ່ຍາວນານ ຕອນທີ່ເຈົ້າອາຍຸພຽງແຕ່ 16 ປີ.
08:13
because it's a long time when you're 16.
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ຈັ່ງໃດກໍ່ຕາມ, ລາວຜິດໃຈຢ່າງແຮງໃນຂະນະທີ່ຢູ່ເທິງຍົນ,
08:16
He was really upset on the plane,
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ແລະ ລາວເວົ້າວ່າ, “ລູກຈະບໍ່ໄດ້ພົບຄົນທີ່ຄື ຊາຣາ ອີກ.”
08:18
he said, "I'll never find
another girl like Sarah."
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ແລະ ພວກເຮົາກໍ່ຮູ້ສຶກໂລ່ງໃຈກ່ຽວກັບສິ່ງນີ້ຢູ່, ເວົ້າແທ້,
08:20
And we were rather pleased
about that, frankly --
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ເພາະນາງແມ່ນເຫດຜົນຫຼັກຂອງການຍົກຍ້າຍອອກຈາກປະເທດຂອງພວກເຮົາ.
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
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(ຫົວ)
08:34
(Laughter)
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ແຕ່ບາງຢ່າງກະທົບເຈົ້າ ເມື່ອເຈົ້າຍ້າຍມາ ອາເມຣິກາ
ແລະ ເມື່ອເຈົ້າທ່ອງທ່ຽວໄປທົ່ວໂລກ:
08:40
But something strikes you
when you move to America
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ລະບົບການສຶກສາທຸກບ່ອນໃນໂລກນີ້ ມີລຳດັບຊັ້ນຂອງວິຊາຮຽນອັນດຽວກັນໝົດ.
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
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ໝົດທຸກບ່ອນ. ບໍ່ວ່າເຈົ້າຈະໄປບ່ອນໃດ.
08:47
Every one. Doesn't matter where you go.
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ເຈົ້າອາດຈະຄິດວ່າມັນຊິບໍ່ເປັນແນວນັ້ນ, ແຕ່ບໍ່ແມ່ນ.
08:49
You'd think it would be
otherwise, but it isn't.
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ຢູ່ສູງກວ່າໝູ່ໝົດແມ່ນ ເລກ ແລະ ພາສາ,
08:51
At the top are mathematics and languages,
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ຕໍ່ມາແມ່ນ ສັງຄົມ, ແລະ ຢູ່ລຸ່ມສຸດ ແມ່ນສີລະປະ.
08:53
then the humanities,
and at the bottom are the arts.
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ທຸກບ່ອນໃນໂລກນີ້.
08:56
Everywhere on Earth.
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ແລະ ກໍ່ເກືອບວ່າໃນທຸກລະບົບອີກ,
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
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ຍັງມີລຳດັບຊັ້ນພາຍໃນສາຂາສີລະປະອີກ.
09:01
Art and music are normally
given a higher status in schools
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ໃນໂຮງຮຽນ ການວາດແຕ້ມ ແລະ ດົນຕີ ແມ່ນໄດ້ຮັບສະຖານະທີ່ສູງ
ກວ່າ ການສະແດງ ແລະ ເຕັ້ນ. ບໍ່ມີລະບົບການສຶກສາບ່ອນໃດໃນໂລກນີ້
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
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ທີ່ສອນເຕັ້ນໃຫ້ກັບເດັກນ້ອຍທຸກໆມື້
09:07
that teaches dance everyday to children
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ໃນລັກສະນະທີ່ເຮົາສອນເລກ. ເປັນຫຍັງ?
09:09
the way we teach them mathematics. Why?
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ເປັນຫຍັງຈິ່ງບໍ່ເຮັດຕ່າງ? ຂ້າພະເຈົ້າຄິດວ່າອັນນີ້ອ່າວສຳຄັນ.
09:12
Why not? I think this is rather important.
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ຂ້າພະເຈົ້າຄິດວ່າ ເລກ ສຳຄັນຫຼາຍ, ແຕ່ ການເຕັ້ນ ກໍ່ສຳຄັນຄືກັນ.
09:15
I think math is very
important, but so is dance.
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ເດັກນ້ອຍເຕັ້ນຢູ່ຕະຫຼອດເວລາ ຖ້າເຂົາໄດ້ຮັບອະນຸຍາດ, ພວກເຮົາທຸກຄົນຄືກັນ.
09:17
Children dance all the time
if they're allowed to, we all do.
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ເຮົາຕ່າງກໍ່ມີຮ່າງກາຍ, ບໍ່ແມ່ນບໍ? ຂ້າພະເຈົ້າໄດ້ຂາດກອງປະຊຸມອັນໃດອັນໜຶ່ງບໍ?
09:20
We all have bodies, don't we?
Did I miss a meeting?
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09:23
(Laughter)
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(ຫົວ) ຄວາມຈິງແລ້ວ ສິ່ງທີ່ເກີດຂຶ້ນແມ່ນ
09:26
Truthfully, what happens is,
as children grow up,
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ເມື່ອເດັກໃຫຍ່ຂຶ້ນ, ພວກເຮົາເລີ່ມສຶກສາພວກເຂົາ
09:28
we start to educate them progressively
from the waist up.
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ຈາກແອວຂຶ້ນໄປເລື້ອຍໆ. ແລະ ບາດແລ້ວເຮົາກໍ່ສຸມໃສ່ແຕ່ຫົວຂອງເຂົາ.
09:31
And then we focus on their heads.
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ແລະ ກໍ່ອຽງໄປຫາຂ້າງດຽວ.
09:33
And slightly to one side.
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ຖ້າທ່ານຫາກຊິໄປຢ້ຽມການສຶກສາ, ໃນຖານະຂອງມະນຸດຕ່າງດາວ,
09:35
If you were to visit
education, as an alien,
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09:38
and say "What's it for, public education?"
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ແລະ ເວົ້າວ່າ “ມັນແມ່ນສຳລັບຫຍັງ, ອັນການສຶກສານີ້ນ່າ?”
09:41
I think you'd have to conclude,
if you look at the output,
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ຂ້າພະເຈົ້າຄິດວ່າທ່ານຄືຊິຕ້ອງສະຫຼຸບ - ຖ້າທ່ານເບິ່ງຈາກຜົນໄດ້ຮັບ,
ຈາກຄົນທີ່ປະສົບຜົນສຳເລັດຈາກລະບົບນີ້,
09:43
who really succeeds by this,
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ຈາກຄົນທີ່ເຮັດທຸກສິ່ງທີ່ເຂົາຄວນເຮັດ,
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
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ຈາກຄົນທີ່ໄດ້ຄະແນນດີ, ຄົນທີ່ເປັນຜູ້ຊະນະ -
09:49
I think you'd have to conclude
the whole purpose of public education
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ຂ້າພະເຈົ້າຄິດວ່າທ່ານຄືຊິສະຫຼຸບວ່າຈຸດປະສົງທັງໝົດທັງມວນຂອງການສຶກສາ
ໃນທົ່ວໂລກ
09:53
throughout the world
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ແມ່ນເພື່ອຜະລິດສາດສະດາຈານມະຫາວິທະຍາໄລ. ບໍ່ແມ່ນບໍ?
09:54
is to produce university professors.
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09:56
Isn't it?
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09:57
They're the people who come out the top.
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ພວກເຂົາແມ່ນຄົນທີ່ອອກມາຢູ່ໃນຫົວແຖວ.
09:59
And I used to be one, so there.
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ແລະ ຂ້າພະເຈົ້າກໍ່ເຄີຍເປັນສາດສະດາຈານ, ສະນັ້ນ ເຫັນບໍ່. (ຫົວ)
10:01
(Laughter)
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ແລະ ຂ້າພະເຈົ້າກໍ່ມັກສາດສະດາຈານມະຫາວິທະຍາໄລ, ແຕ່ທ່ານຮູ້ບໍ່,
10:04
And I like university
professors, but you know,
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10:07
we shouldn't hold them up
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ເຮົາບໍ່ຄວນຖືເຂົາເຈົ້າເປັນຕົວຢ່າງອັນສູງຂອງຜົນສຳເລັດຂອງມະນຸດຊາດ.
10:09
as the high-water mark
of all human achievement.
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10:12
They're just a form of life,
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ພວກເຂົາເປັນພຽງແຕ່ຮູບຮ່າງຊີວະສາດອັນໜຶ່ງ,
10:14
another form of life.
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ຊີວິດຮູບລັກໜຶ່ງ. ແຕ່ພວກເຂົາກໍ່ເປັນຕາສະຫງົນ,
10:15
But they're rather curious, and I say this
out of affection for them.
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ແລະ ຂ້າພະເຈົ້າເວົ້າສິ່ງນີ້ຈາກຄວາມຮູ້ສຶກຕໍ່ພວກເຂົາແທ້ໆ.
ມັນມີຫຍັງແປກໆກ່ຽວກັບສາດສະດາຈານ ຕາມປະສົບການຂອງຂ້າພະເຈົ້ານ່ະ -
10:18
There's something curious
about professors in my experience --
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ບໍ່ແມ່ນໝົດທຸກຄົນດອກ, ແຕ່ຕາມແບບແລ້ວ - ເຂົາເຈົ້າອາໄສຢູ່ໃນຫົວຂອງເຂົາເອງ.
10:21
not all of them, but typically,
they live in their heads.
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ພວກເຂົາອາໄສຢູ່ເທິງພຸ້ນ, ແລະ ມໍ່ໄປທາງຂ້າງໜຶ່ງ.
10:24
They live up there,
and slightly to one side.
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ພວກເຂົາແຍກອອກຈາກຮ່າງໄດ້, ທ່ານຄິດອອກບໍ່, ເກືອບຊິວ່າແນວນັ້ນພຸ້ນລະ.
10:27
They're disembodied, you know,
in a kind of literal way.
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ພວກເຂົາມອງເບິ່ງຮ່າງກາຍຂອງເຂົາ
10:30
They look upon their body as a form
of transport for their heads.
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ເປັນຄືເຄື່ອງມືໃນການເດີນທາງອັນໜຶ່ງສຳລັບຫົວຂອງພວກເຂົາ. ບໍ່ແມ່ນຫວາ?​
10:34
(Laughter)
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10:40
Don't they?
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(ຫົວ) ມັນເປັນວິທີໜຶ່ງໃນການພາຫົວຂອງພວກເຂົາໄປປະຊຸມ.
10:41
It's a way of getting
their head to meetings.
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10:43
(Laughter)
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ຖ້າທ່ານຢາກໄດ້ຫຼັກຖານຕົວຈິງຂອງປະສົບການແຍກອອກຈາກຮ່າງ,
10:49
If you want real evidence
of out-of-body experiences,
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ແລ້ວ, ທ່ານລອງໄປເບິ່ງກອງປະຊຸມສຳມະນາໃກ້ຊິດ
10:52
get yourself along to a residential
conference of senior academics,
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ຂອງບັນດາສາດສະດາຈານອາວຸໂສ,
ແລ້ວ ແວ່ເຂົ້າໄປເບິ່ງດີສໂກ້ເທັກ ໃນຄືນສຸດທ້າຍຂອງການສຳມະນາ.
10:56
and pop into the discotheque
on the final night.
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10:58
(Laughter)
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(ຫົວ) ແລ້ວ ທ່ານຊິເຫັນ - ຜູ້ໃຫຍ່ ທັງ ຊາຍ ແລະ ຍິງ
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
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ທີ່ກຳລັງສັ່ນແຂນຂາແບບບັງຄັບບໍ່ໄດ້, ອອກຈັງຫວະດົນຕີ,
11:07
(Laughter)
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ລໍຖ້າໃຫ້ມັນຈົບຄືນເພື່ອຊິໄດ້ເອົາໄປຂຽນເປັນບົດ.
11:09
Waiting until it ends so they can
go home and write a paper about it.
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ບາດນີ້ ລະບົບການສຶກສາຂອງພວກເຮົາແມ່ນໄດ້ຢືນຢູ່ບົນພື້ນຖານຂອງແນວຄວາມຄິດຂອງຄວາມສາມາດທາງວິຊາການ.
11:13
(Laughter)
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11:15
Our education system is predicated
on the idea of academic ability.
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ແລະ ມັນກໍ່ມີເຫດຜົນ.
11:19
And there's a reason.
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ລະບົບທັງໝົດແມ່ນໄດ້ຖືກສ້າງຂຶ້ນ - ໃນທົ່ວໂລກ, ແຕ່ກ່ອນ
11:20
Around the world, there were
no public systems of education,
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ບໍ່ມີລະບົບການສຶກສາສຳລັບມວນຊົນ, ເວົ້າແທ້, ກ່ອນສັດຕະວັດທີ 19.
11:23
really, before the 19th century.
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ມັນກາຍມາເປັນຮູບເປັນຮ່າງ
11:26
They all came into being
to meet the needs of industrialism.
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ເພື່ອສະໜອງໃຫ້ກັບຄວາມຕ້ອງການຂອງລັດທິອຸດສາຫະກຳ.
ສະນັ້ນ ລຳດັບຊັ້ນທີ່ໄດ້ກ່າວມາ ກໍ່ມີຮາກຖານມາຈາກແນວຄວາມຄິດສອງຢ່າງ.
11:29
So the hierarchy is rooted on two ideas.
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ອັນທີໜຶ່ງ, ແມ່ນວິຊາທີ່ເປັນປະໂຫຍດທີ່ສຸດສຳລັບການເຮັດວຽກ
11:31
Number one, that the most useful
subjects for work are at the top.
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ແມ່ນຢູ່ສູງສຸດ. ສະນັ້ນ ທ່ານຄົງຈະໄດ້ຖືກຈູງອອກໃຫ້ຫ່າງຈາກ
11:36
So you were
probably steered benignly away
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ສິ່ງໃນໂຮງຮຽນໃນຕອນທີ່ທ່ານຍັງນ້ອຍ, ສິ່ງທີ່ທ່ານມັກ,
11:38
from things at school when you
were a kid, things you liked,
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ບົນພື້ນຖານທີ່ວ່າທ່ານຈະ
ບໍ່ມີມື້ໄດ້ວຽກຍ້ອນການເຮັດສິ່ງນັ້ນ. ແມ່ນບໍ?
11:41
on the grounds that you would
never get a job doing that. Is that right?
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ບໍ່ຕ້ອງຮຽນດົນຕີ, ເຈົ້າຈະບໍ່ໄດ້ເປັນນັກດົນຕີດອກ;
11:44
Don't do music, you're not
going to be a musician;
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ບໍ່ຕ້ອງຮຽນແຕ້ມ, ເຈົ້າຊິບໍ່ໄດ້ເປັນນັກແຕ້ມດອກ.
11:46
don't do art, you won't be an artist.
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11:48
Benign advice -- now, profoundly mistaken.
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ຄຳແນະນຳທີ່ຫວັງດີ - ບາດນີ້, ເປັນສິ່ງຜິດພາດຢ່າງຍິ່ງ. ໂລກໜ່ວຍນີ້
11:52
The whole world
is engulfed in a revolution.
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ຖືກຄອບຄຸມດ້ວຍການປະຕິວັດ.
ແລະ ອັນທີສອງ ແມ່ນຄວາມສາມາດທາງວິຊາການ, ເຊິ່ງໄດ້ກາຍມາຄອບງຳ
11:54
And the second is academic ability,
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11:56
which has really come to dominate
our view of intelligence,
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ມຸມມອງຂອງເຮົາຕໍ່ກັບຄວາມສະຫຼາດ,
ເພາະວ່າມະຫາວິທະຍາໄລ ໄດ້ອອກແບບລະບົບທີ່ສະທ້ອນຮູບລັກຂອງມັນເອງ.
11:59
because the universities designed
the system in their image.
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ຖ້າທ່ານຄິດເບິ່ງ, ລະບົບທັງໝົດ
12:02
If you think of it, the whole system
of public education around the world
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ຂອງການສຶກສາມວນຊົນທົ່ວໂລກແມ່ນຂະບວນການຂະຫຍາຍຕົວ
ຂອງການເຂົ້າມະຫາວິທະຍາໄລ.
12:05
is a protracted process
of university entrance.
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ແລະ ຜົນໄດ້ຮັບກໍ່ແມ່ນວ່າຫຼາຍຄົນທີ່ມີແວວສູງ,
12:08
And the consequence
is that many highly-talented,
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ຫຼັກແຫຼມ, ສ້າງສັນ ຄິດວ່າເຂົາເຈົ້າບໍ່ໄດ້ເປັນແນວນັ້ນ,
12:10
brilliant, creative
people think they're not,
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ຍ້ອນວ່າສິ່ງທີ່ເຂົາເກ່ງຢູ່ໃນໂຮງຮຽນ
12:12
because the thing
they were good at at school
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ບໍ່ໄດ້ມີຄ່າ, ຫຼື ເປັນສິ່ງທີ່ຖືກປະນາມ.
12:15
wasn't valued,
or was actually stigmatized.
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12:17
And I think we can't afford
to go on that way.
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ແລະ ຂ້າພະເຈົ້າຄິດວ່າພວກເຮົາບໍ່ສາມາດສືບຕໍ່ໄປໃນທາງນີ້ໄດ້ອີກ.
12:19
In the next 30 years, according to UNESCO,
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ໃນ 30 ປີ ຕໍ່ໜ້າ, ອີງຕາມອົງການ UNESCO,
ຈະມີຄົນທົ່ວໂລກທີ່ຈະຈົບ
12:22
more people worldwide will be graduating
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ຈາກການສຶກສາຫຼາຍກວ່າທີ່ເຄີຍມີມາໃນປະຫວັດສາດ.
12:25
through education
than since the beginning of history.
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ຫຼາຍຄົນ, ແລະ ມັນກໍ່ແມ່ນສ່ວນປະກອບ
12:27
More people, and it's the combination
of all the things we've talked about --
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ຂອງທຸກສິ່ງທີ່ເຮົາໄດ້ເວົ້າກັນມາ -
ເຕັກໂນໂລຢິ ແລະ ຜົນການປ່ຽນແປງຂອງມັນ ຕໍ່ກັບການເຮັດວຽກ, ແລະ ການສຶກສາກ່ຽວກັບປະຊາກອນ
12:31
technology and its transformation
effect on work, and demography
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ແລະ ການຂະຫຍາຍຕົວອັນໄວວາຂອງປະຊາກອນ.
12:34
and the huge explosion in population.
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ທັນໃດ, ໃບປະກາດບໍ່ໄດ້ມີຄ່າຫຍັງໝົດອີກ. ບໍ່ແມ່ນບໍ?
12:36
Suddenly, degrees aren't worth anything.
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ຕອນທີ່່ຂ້າພະເຈົ້າເປັນນັກສຶກສາ, ຖ້າເຈົ້າໄດ້ໃບປະກາດ, ເຈົ້າໄດ້ວຽກ.
12:39
Isn't that true?
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12:40
When I was a student,
if you had a degree, you had a job.
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ຖ້າເຈົ້າບໍ່ມີວຽກ ມັນແມ່ນຍ້ອນວ່າເຈົ້າບໍ່ຢາກໄດ້.
12:43
If you didn't have a job,
it's because you didn't want one.
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ແລະ ຂ້າພະເຈົ້າກໍ່ບໍ່ໄດ້ຢາກໄດ້ວຽກດອກ, ເວົ້າແທ້. (ຫົວ)
12:46
And I didn't want one, frankly. (Laughter)
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12:49
But now kids with degrees
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ແຕ່ດຽວນີ້ ເດັກທີ່ມີໃບປະກາດສ່ວນຫຼາຍ
12:53
are often heading home
to carry on playing video games,
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ກັບເມືອເຮືອນເພື່ອໄປສືບຕໍ່ຫຼິ້ນ ວີດີໂອ ເກມ,
ເພາະວ່າເຈົ້າຕ້ອງໄດ້ປະລິນຍາໂທເພື່ອເຮັດວຽກທີ່ແຕ່ກ່ອນຕ້ອງການແຕ່ປະລິນຍາຕີ,
12:56
because you need an MA where
the previous job required a BA,
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ແລະ ດຽວນີ້ເຈົ້າກໍ່ຕ້ອງໄດ້ມີປະລິນຍາເອກເພື່ອເຮັດວຽກຂອງໂທ.
12:59
and now you need a PhD for the other.
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ມັນແມ່ນຂະບວນການຂອງ ວິຊາການເຟີ້.
13:01
It's a process of academic inflation.
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13:03
And it indicates the whole
structure of education
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ແລະ ມັນບົ່ງບອກເຖິງໂຄງສ້າງຂອງການສຶກສາທັງໝົດ
ທີ່ກຳລັງເຄື່ອນຍ້າຍພາຍໃຕ້ແຕ່ລະບາດກ້າວຂອງເຮົາ. ພວກເຮົາຕ້ອງໄດ້ຄິດໃໝ່ກ່ຽວກັບພື້ນຖານ
13:05
is shifting beneath our feet.
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13:06
We need to radically rethink
our view of intelligence.
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ຂອງມຸມມອງຂອງເຮົາກ່ຽວກັບຄວາມສະຫຼາດ.
ພວກເຮົາຮູ້ຢູ່ ສາມ ຢ່າງ ກ່ຽວກັບຄວາມສະຫຼາດ.
13:09
We know three things about intelligence.
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ອັນທີໜຶ່ງ, ມັນຫຼາກຫຼາຍ. ເຮົາຄິດກ່ຽວກັບໂລກນີ້ໃນທາງ
13:11
One, it's diverse.
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13:12
We think about the world in all the ways
that we experience it.
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ທີ່ພວກເຮົາໄດ້ປະສົບກັບມັນ. ເຮົາຄິດເປັນພາບ,
ເຮົາຄິດເປັນສຽງ, ເຮົາຄິດແບບເປີດຮັບ.
13:15
We think visually, we think in sound,
we think kinesthetically.
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ເຮົາຄິດແບບນາມມະທຳ, ເຮົາຄິດແບບເຄື່ອນໄຫວ.
13:18
We think in abstract terms,
we think in movement.
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ອັນທີສອງ, ຄວາມສະຫຼາດມີການເຄື່ອນທີ່.
13:21
Secondly, intelligence is dynamic.
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ຖ້າພວກທ່ານເບິ່ງຈາກການພົວພັນຂອງສະໝອງຂອງຄົນ, ດັ່ງທີ່ເຮົາໄດ້ຍິນ
13:23
If you look at the interactions
of a human brain,
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13:26
as we heard yesterday
from a number of presentations,
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ມື້ວານນີ້ ຈາກບົດສະເໜີຫຼາຍບົດ,
13:29
intelligence is wonderfully interactive.
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ຄວາມສະຫຼາດ ແມ່ນມີການພົວພັນແລກປ່ຽນກັນຢ່າງມະຫັດສະຈັນ.
13:31
The brain isn't divided into compartments.
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ສະໝອງບໍ່ໄດ້ຖືກແບ່ງອອກເປັນຫ້ອງ.
13:33
In fact, creativity --
which I define as the process
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ອັນທີ່ຈິງ, ຄວາມຄິດສ້າງສັນ - ເຊິ່ງຂ້າພະເຈົ້ານິຍາມວ່າເປັນຂະບວນການ
13:37
of having original ideas
that have value --
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ຂອງການມີແນວຄວາມຄິດທີ່ເປັນເອກກະລັກ ທີ່ມີຄ່າ -
ສ່ວນຫຼາຍໄດ້ມາຈາກການພົວພັນແລກປ່ຽນ
13:39
more often than not comes about
through the interaction
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ລະຫວ່າງການສັງເກດສິ່ງຕ່າງໆດ້ວຍຫຼັກວິທີການຫຼາຍແບບທີ່ແຕກຕ່າງກັນ.​
13:42
of different disciplinary
ways of seeing things.
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ສະໝອງແມ່ນມີເຈດຕະນາ - ອີກປະການໜຶ່ງ,
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
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ມີເສັ້ນປະສາດສາຍໜຶ່ງທີ່ເຊື່ອມຕໍ່ສະໝອງທັງສອງຂ້າງ
13:50
called the corpus callosum.
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ເອີ້ນວ່າ ຄໍປັສ ຄາລອສຊຳ. ສິ່ງນີ້ຈະມີຄວາມໜາ ກວ່າໃນສະໝອງຂອງແມ່ຍິງ.
13:51
It's thicker in women.
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ສືບຕໍ່ຈາກ ເຮເລັນ ມື້ວານນີ້, ຂ້າພະເຈົ້າຄິດວ່າ
13:53
Following off from Helen yesterday,
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ສິ່ງນີ້ອາດແມ່ນເຫດຜົນທີ່ແມ່ຍິງເກ່ງກວ່າໃນການເຮັດວຽກຫຼາຍອັນພ້ອມກັນ.
13:54
this is probably why women
are better at multi-tasking.
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13:58
Because you are, aren't you?
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ເພາະວ່າພວກທ່ານເກ່ງກວ່າແທ້, ບໍ່ແມ່ນບໍ?
13:59
There's a raft of research,
but I know it from my personal life.
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ມີການຄົ້ນຄວ້າເປັນແພ, ແຕ່ຂ້າພະເຈົ້າຮູ້ຈາກປະສົບການຊີວິດສ່ວນຕົວ.
ຖ້າເມຍຂ້າພະເຈົ້າຫາກກຳລັງແຕ່ງກິນຢູ່ເຮືອນ -
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
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ເຊິ່ງໄຄແຕ່ ບໍ່ເລື້ອຍປານໃດ. (ຫົວ)
14:09
(Laughter)
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ແຕ່ທ່ານກໍ່ຮູ້, ລາວກຳລັງເຮັດ - ບໍ່ແມ່ນ, ລາວເຮັດໄດ້ດີໃນບາງສິ່ງ -
14:11
No, she's good at some things,
but if she's cooking,
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ແຕ່ຖ້າລາວກຳລັງເຮັດກິນ, ຫັ້ນລະ,​
ແມ່ນ ລາວກຳລັງລົມໂທລະສັບນຳ,
14:14
she's dealing with people on the phone,
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ລາວກຳລັງລົມກັບລູກນຳ, ລາວກຳລັງທາສີເພດານເຮືອນນຳ,
14:16
she's talking to the kids,
she's painting the ceiling,
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14:18
she's doing open-heart surgery over here.
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ລາວກຳລັງປາດຫົວໃຈນຳ.
14:22
If I'm cooking, the door
is shut, the kids are out,
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ຖ້າແມ່ນຂ້າພະເຈົ້າເຮັດກິນ, ປະຕູຕ້ອງປິດ, ລູກຕ້ອງຢູ່ນອກ,
14:25
the phone's on the hook,
if she comes in I get annoyed.
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ໂທລະສັບແມ່ນແຂວນໄວ້ຢູ່ບ່ອນຂອງມັນ, ຖ້າລາວເຂົ້າມາຂ້າພະເຈົ້າຈະອາລົມເສຍ.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
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ຂ້າພະເຈົ້າຈະເວົ້າວ່າ, “ເທີຣີ່, ຂໍຮ້ອງ, ຂ້ອຍກຳລັງຈືນໄຂ່ຢູ່ໃນໜີ້. ໃຫ້ເວລາຂ້ອຍແດ່.” (ຫົວ)
14:31
(Laughter)
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14:38
"Give me a break."
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14:39
(Laughter)
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ອັນທີ່ຈິງ, ທ່ານຮູ້ສຳນວນປັດຊະຍາເກົ່າອັນໜຶ່ງບໍ່,
14:41
Actually, do you know
that old philosophical thing,
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ຖ້າຕົ້ນໄມ້ລົ້ມໃນປ່າ ແລະ ບໍ່ມີໃຜໄດ້ຍິນ,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
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ແມ່ນມັນໄດ້ເກີດຂຶ້ນແທ້ບໍ? ຈື່ຕົ້ນຖົ່ວຕົ້ນນັ້ນໄດ້ບໍ?
14:47
Remember that old chestnut?
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14:48
I saw a great t-shirt
recently, which said,
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ຂ້າພະເຈົ້າໄດ້ເຫັນເສື້ອຢືດຄັກໆອັນໜຶ່ງໃນມໍ່ໆນີ້ ທີ່ຂຽນວ່າ, “ຖ້າຊາຍຜູ້ໜຶ່ງຫາກເວົ້າຄວາມຄິດແທ້ໆຂອງລາວ
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
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ຢູ່ໃນປ່າ, ແລະ ບໍ່ມີແມ່ຍິງຄົນໃດໄດ້ຍິນລາວ,
14:55
is he still wrong?"
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ລາວກໍ່ຍັງຈະຜິດບໍ?” (ຫົວ)
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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ແລະ ອັນທີສາມ ກ່ຽວກັບຄວາມສະຫຼາດ ແມ່ນ,
15:06
it's distinct.
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ມັນແຕກຕ່າງ. ຂ້າພະເຈົ້າກຳລັງຂຽນປຶ້ມເຫຼັ້ມໃໝ່ຢູ່ດຽວນີ້
15:07
I'm doing a new book at the moment
called "Epiphany,"
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ເອີ້ນວ່າ “ການປາກົດຕົວ,” ເຊິ່ງອີງໃສ່ຫຼາຍຊຸດຂອງ
15:10
which is based on a series
of interviews with people
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ການສຳພາດຄົນກ່ຽວກັບການຄົ້ນພົບ
15:12
about how they discovered their talent.
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ພອນສະຫວັນຂອງເຂົາ. ຂ້າພະເຈົ້າຕິດໃຈກ່ຽວກັບວ່າຄົນເຮົາໄປຮອດຈຸດນັ້ນໄດ້ແນວໃດ.
15:14
I'm fascinated
by how people got to be there.
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ມັນເກີດມາຈາກບົດສົນທະນາອັນໜຶ່ງຂອງຂ້າພະເຈົ້າ
15:16
It's really prompted by a conversation
I had with a wonderful woman
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ກັບແມ່ຍິງທີ່ໜ້າອັດສະຈັນຜູ້ໜຶ່ງ ເຊິ່ງບາງທີຄົນສ່ວນຫຼາຍ
ອາດຈະບໍ່ເຄີຍໄດ້ຍິນ, ລາວຊື່ ກີລຽນ ລິນ,
15:20
who maybe most people
have never heard of, Gillian Lynne.
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ທ່ານເຄີຍໄດ້ຍິນກ່ຽວກັບລາວບໍ? ບາງຄົນເຄີຍໄດ້ຍິນເນາະ. ລາວເປັນນັກອອກແບບທ່າເຕັ້ນ
15:22
Have you heard of her? Some have.
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ແລະ ໝົດທຸກຄົນຮູ້ຜົນງານຂອງລາວ.​
15:24
She's a choreographer,
and everybody knows her work.
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ລາວໄດ້ເຮັດ “Cats,” ແລະ “Phanthom of the Opera.”
15:27
She did "Cats" and "Phantom of the Opera."
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ລາວເກ່ງ. ຂ້າພະເຈົ້າເຄີຍເປັນໜຶ່ງໃນຄະນະກຳມະການຂອງ Royal Ballet, ໃນອັງກິດ,
15:29
She's wonderful.
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15:30
I used to be on the board
of The Royal Ballet,
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ດັ່ງທີ່ທ່ານເຫັນ.
15:32
as you can see.
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15:33
Anyway, Gillian and I had
lunch one day and I said,
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ຈັ່ງໃດກໍ່ຢ່າ, ກີລຽນ ແລະ ຂ້າພະເຈົ້າໄດ້ຮ່ວມກິນເຂົ້າທ່ຽງໃນມື້ໜຶງ ແລະ ຂ້າພະເຈົ້າໄດ້ເວົ້າວ່າ,
“ກີລຽນ, ເຮັດແນວໃດເຈົ້າຈິ່ງໄດ້ເປັນນັກເຕັ້ນ?” ແລະ ລາວໄດ້ບອກວ່າ
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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ມັນກໍ່ເປັນຕາສົນໃຈຢູ່, ໃນຕອນທີ່ລາວຍັງເຂົ້າໂຮງຮຽນຢູ່ນັ້ນ,
15:39
When she was at school,
she was really hopeless.
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ລາວບໍ່ມີຫວັງເລີຍ. ແລະທາງໂຮງຮຽນ, ໃນຊຸມປີ 30
15:41
And the school, in the '30s,
wrote to her parents and said,
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ໄດ້ຂຽນເຖິງພໍ່ແມ່ຂອງລາວວ່າ, “ທາງເຮົາຄິດວ່າ
15:45
"We think Gillian
has a learning disorder."
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ກີລຽນ ມີປັນຫາດ້ານການຮັບຮູ້.” ລາວບໍ່ສາມາດຕັ້ງສະມາທິ,
ລາວຢູ່ບໍ່ສະຫງົບ. ຂ້າພະເຈົ້າຄິດວ່າປະຈຸບັນນີ້ເຂົາຄືຊິເວົ້າວ່າ
15:47
She couldn't concentrate;
she was fidgeting.
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ລາວເປັນພະຍາດສະມາທິສັ້ນ. ທ່ານບໍ່ຄິດບໍ? ແຕ່ຕອນນັ້ນຍັງແມ່ນຊຸມປີ 1930,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
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15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
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ແລະ ພະຍາດສະມາທິສັ້ນ ກໍ່ຍັງບໍ່ທັນໄດ້ຖືກສ້າງຂຶ້ນມາເທື່ອ.
ມັນຍັງເປັນພະຍາດທີ່ບໍ່ສາມາດມີໄດ້ເທື່ອ. (ຫົວ)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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ຄົນເຮົາບໍ່ໄດ້ຮູ້ວ່າພວກເຂົາສາມາດເປັນພະຍາດນີ້ໄດ້.
16:01
People weren't aware they could have that.
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ຈັ່ງໃດກໍ່ຢ່າ, ລາວໄດ້ໄປຫາຊ່ຽວຊານຜູ້ໜຶ່ງ. ໃນຫ້ອງທີ່ເຮັດດ້ວຍໄມ້ໂອ໋ກ,
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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ແລະ ແມ່ຂອງລາວກໍ່ໄດ້ໄປນຳ,
ແລະ ລາວກໍ່ຖືກພາໄປນັ່ງຢູ່ຕັ່ງທີ່ຢູ່ແຈສຸດ,
16:10
So, this oak-paneled room,
and she was there with her mother,
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ແລະ ລາວກໍ່ໄດ້ນັ່ງຢອງມືຂອງລາວເປັນເວລາ 20 ນາທີ ໃນຂະໜະທີ່
16:14
and she was led and sat
on this chair at the end,
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ຊາຍຜູ້ໜຶ່ງໄດ້ລົມກັບແມ່ຂອງລາວກ່ຽວກັບ
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
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ປັນຫາທັງໝົດທີ່ ກີລຽນ ມີຢູ່ໃນໂຮງຮຽນ. ແລະ ໃນຕອນທ້າຍ -
16:20
about the problems
Gillian was having at school.
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ຍ້ອນວ່າລາວໄດ້ລົບກວນຄົນອື່ນ,
16:22
Because she was disturbing people;
her homework was always late; and so on,
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ວຽກບ້ານຂອງລາວແມ່ນໄດ້ສົ່ງຊ້າຕະຫຼອດ, ແລະ ອື່ນໆ,
ເດັກນ້ອຍອາຍຸ ແປດ ປີ - ສຸດທ້າຍ, ທ່ານໝໍ ໄດ້ ຍ່າງໄປນັ່ງລົງ
16:26
little kid of eight.
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16:27
In the end, the doctor
went and sat next to Gillian, and said,
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ຂ້າງ ກີລຽນ ແລະ ເວົ້າວ່າ, “ກີລຽນ,
ຂ້ອຍໄດ້ຟັງທຸກຢ່າງທີ່ແມ່ເຈົ້າ
16:30
"I've listened to all these
things your mother's told me,
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ໄດ້ບອກຂ້ອຍແລ້ວ, ແລະ ຂ້ອຍຕ້ອງໄດ້ເວົ້ານຳລາວເປັນການສ່ວນຕົວ.”
16:33
I need to speak to her privately.
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ລາວໄດ້ເວົ້າວ່າ, “ລໍຖ້າຢູ່ໜີ້ເດີ້, ຈັກໜ້ອຍພວກເຮົາຊິກັບມາ, ບໍ່ດົນດອກ.”
16:34
Wait here. We'll be back;
we won't be very long,"
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ແລະ ພວກເຂົາກໍ່ໄດ້ອອກໄປ ແລະ ປະລາວໄວ້ຜູ້ດຽວ.
16:37
and they went and left her.
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ແລະ ກ່ອນທີ່ທັງສອງຈະອອກຈາກຫ້ອງ, ຜູ້ຊ່ຽວຊານໄດ້ເປີດວິທະຍຸ
16:39
But as they went out of the room,
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ເຊິ່ງຢູ່ໜ້າໂຕະຂອງລາວປະໄວ້. ແລະ ເມື່ອພວກເພິ່ນ
16:41
he turned on the radio
that was sitting on his desk.
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ໄດ້ອອກໄປຈາກຫ້ອງ, ຊ່ຽວຊານໄດ້ບອກແມ່ຂອງລາວວ່າ,
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
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“ຢືນເບິ່ງລາວຢູ່ໜີ້ເດີ້.” ແລະ ໃນນາທີທີ່ພວກເພິ່ນໄດ້ອອກຈາກຫ້ອງ,
16:48
And the minute they left the room,
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ລາວໄດ້ບອກຂ້ອຍວ່າ, ລາວໄດ້ລຸກຂຶ້ນ, ເຄື່ອນຍ້າຍໄປຕາມສຽງດົນຕີ.
16:51
she was on her feet, moving to the music.
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ແລະ ພວກເພິ່ນກໍ່ໄດ້ເບິ່ງຢູ່ສາມສີ່ນາທີ
16:53
And they watched for a few minutes
and he turned to her mother and said,
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ແລະ ຊ່ຽວຊານກໍ່ໄດ້ຫັນຫາແມ່ລາວ ແລະ ເວ້ົາວ່າ,
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
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“ມາດາມ ລິນ, ກີລຽນ ບໍ່ໄດ້ປ່ວຍດອກ, ລາວເປັນນັກເຕັ້ນ.
17:01
Take her to a dance school."
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ພາລາວໄປເຂົ້າໂຮງຮຽນເຕັ້ນສາ.”
17:03
I said, "What happened?"
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ຂ້າພະເຈົ້າໄດ້ຖາມວ່າ, “ແລ້ວເກີດຫຍັງຂຶ້ນ?”
17:05
She said, "She did. I can't tell you
how wonderful it was.
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ລາວໄດ້ເວົ້າວ່າ, “ແມ່ຂ້ອຍກໍ່ເຮັດຕາມ. ຂ້ອຍບອກເຈົ້າໄດ້ເລີຍວ່າມັນວິເສດຂະໜາດໃດ.
17:08
We walked in this room
and it was full of people like me.
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ເຮົາຍ່າງເຂົ້າໄປໃນຫ້ອງໜຶ່ງ ແລະ ມັນກໍ່ເຕັມໄປດ້ວຍ
ຄົນຄືຂ້ອຍ. ຄົນທີ່ບໍ່ສາມາດນັ່ງຢູ່ຊື່ໆໄດ້.
17:10
People who couldn't sit still.
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17:13
People who had to move to think."
Who had to move to think.
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ຄົນທີ່ຕ້ອງເຄື່ອນໄຫວຈິ່ງຈະຄິດໄດ້.” ຄົນທີ່ຕ້ອງເຄື່ອນໄຫວຈິ່ງຈະຄິດໄດ້.
ພວກເຂົາໄດ້ຮຽນ ບາເລ, ພວກເຂົາໄດ້ຮຽນ ແທ໋ບ, ພວກເຂົາໄດ້ຮຽນ ແຈັສ,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
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ພວກເຂົາຮຽນດົນຕີສະໄໝໃໝ່, ພວກເຂົາໄດ້ຮຽນດົນຕີຮ່ວມສະໄໝ.
ໃນທີ່ສຸດລາວກໍ່ໄດ້ເສັງເຂົ້າໂຮງຮຽນ Royal Ballet,
17:21
She was eventually auditioned
for the Royal Ballet School;
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ລາວໄດ້ກາຍເປັນຜູ້ບັນເລງດ່ຽວ, ລາວໄດ້ມີອາຊີບທີ່ໜ້າອັດສະຈັນ
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
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ທີ່ໂຮງຮຽນ Royal Ballet. ໃນທີ່ສຸດລາວກໍ່ຮຽນຈົບ
ຈາກໂຮງຮຽນ Royal Ballet ແລະ
17:27
She eventually graduated
from the Royal Ballet School,
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ໄດ້ຕັ້ງບໍລິສັດຂອງຕົນເອງ - ບໍລິສັດ ກີລຽນ ລິນ ແດ໋ນສ -
17:30
founded the Gillian Lynne Dance Company,
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ໄດ້ພົບກັບ ແອນດຣິວ ລອຍ ເວັບເບີ. ລາວໄດ້ຮັບຜິດຊອບ
17:32
met Andrew Lloyd Webber.
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17:33
She's been responsible for
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ງານສະແດງດົນຕີທີ່ປະສົບຜົນສຳເລັດຫຼາຍອັນ
17:35
some of the most successful
musical theater productions in history,
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ໃນປະຫວັດສາດ, ລາວໄດ້ມອບຄວາມສຸກໃຫ້ກັບຄົນຫຼາຍລ້ານ,
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
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17:41
Somebody else might have put her
on medication and told her to calm down.
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ແລະ ລາວກໍ່ແມ່ນມະຫາເສດຖີເງິນຫຼາຍລ້ານ. ຄົນອື່ນ
ອາດຈະໄດ້ຈັບລາວກິນຢາ ແລະ ບອກໃຫ້ລາວ
17:45
(Applause)
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ສະຫງົບລົງ.
ບາດນີ້, ຂ້າພະເຈົ້າຄິດວ່າ ... (ຕົບມື) ສິ່ງທີ່ຂ້າພະເຈົ້າຄິດ ມັນກາຍມາເປັນສິ່ງນີ້:
17:52
What I think it comes to is this:
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ອາລ ກໍ ໄດ້ກ່າວໃນຄືນກ່ອນ
17:54
Al Gore spoke the other night
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17:56
about ecology and the revolution
that was triggered by Rachel Carson.
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ກ່ຽວກັບລະບົບນິເວດ, ແລະ ການປະຕິວັດທີ່ໄດ້ຖືກກະຕຸ້ນໂດຍ ຣາແຊລ ຄາສັນ.
ຂ້າພະເຈົ້າເຊື່ອວ່າຄວາມຫວັງອັນດຽວຂອງພວກເຮົາຕໍ່ອະນາຄົດ
18:01
I believe our only hope for the future
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ແມ່ນການຮັບເອົາແນວຄວາມຄິດຂອງລະບົບນິເວດຂອງຄົນ,
18:03
is to adopt a new conception
of human ecology,
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ອັນທີ່ຄົນເຮົາເລີ່ມສ້າງແນວຄວາມຄິດຂອງພວກເຮົາໃໝ່
18:07
one in which we start
to reconstitute our conception
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18:10
of the richness of human capacity.
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ທີ່ກ່ຽວພັນກັບຄວາມອຸດົມຮັ່ງມີຂອງສະມັດຖະພາບຂອງຄົນ.
18:12
Our education system has mined our minds
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ລະບົບການສຶກສາຂອງເຮົາໄດ້ຂຸດແນວຄິດຂອງຄົນໃນແບບ
18:15
in the way that we strip-mine the earth:
for a particular commodity.
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ທີ່ເຮົາຂຸດຄົ້ນເອົາຊັບສົມບັດຈາກພື້ນໂລກ: ເພື່ອວັດຖຸສະເພາະອັນດຽວ.
ແລະ ໃນອະນາຄົດ, ມັນຈະບໍ່ໃຫ້ປະໂຫຍດກັບເຮົາ.
18:19
And for the future, it won't serve us.
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ພວກເຮົາຕ້ອງຄິດຄືນໃໝ່ເຖິງຫຼັກທຳພື້ນຖານ
18:21
We have to rethink
the fundamental principles
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18:24
on which we're educating our children.
395
1080000
1968
ທີ່ເຮົາອີງໃສ່ເພື່ອສຶກສາລູກຫຼານຂອງເຮົາ. ມີ
ຄຳເວົ້າທີ່ວິເສດອັນໜຶ່ງ ໂດຍ ໂຈນາສ ຊອກ, ຜູ້ທີ່ໄດ້ເວົ້າວ່າ, “ຖ້າແມງໄມ້ທັງໝົດ
18:26
There was a wonderful quote
by Jonas Salk, who said,
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2674
18:28
"If all the insects
were to disappear from the Earth,
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5039
ຫາກຈະຫາຍໄປຈາກໂລກນີ້,
ພາຍໃນ 50 ປີ ສິ່ງມີຊີວິດທັງໝົດໃນໂລກນີ້ຄົງຈະຈົບລົງ.
18:33
within 50 years all life
on Earth would end.
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2841
ຖ້າຄົນທັງໝົດຫາກຫາຍໄປຈາກໂລກນີ້,
18:37
If all human beings
disappeared from the Earth,
399
1093688
3072
ພາຍໃນ 50 ປີ ສິ່ງມີຊີວິດທັງໝົດຈະເຕີບໃຫຍ່ຂະຫຍາຍຕົວຂຶ້ນ.”
18:40
within 50 years all forms
of life would flourish."
400
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2634
ແລະ ລາວກໍ່ເວົ້າຖືກ.
18:44
And he's right.
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ສິ່ງທີ່ TED ຍົກຍ້ອງແມ່ນພອນສະຫວັນຂອງຈິນຕະນາການຂອງຄົນ.
18:46
What TED celebrates is the gift
of the human imagination.
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ພວກເຮົາຕ້ອງລະວັງໃນຕອນທີ່ເຮົານຳໃຊ້ພອນສະຫວັນອັນນີ້
18:50
We have to be careful now
403
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2071
ໃຫ້ຫຼັກແຫຼມ, ແລະ ກໍ່ຕ້ອງຫຼີກລ່ຽງສະຖານະການ
18:52
that we use this gift wisely
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2255
18:54
and that we avert some of the scenarios
that we've talked about.
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3229
ສະຖານະການທີ່ໄດ້ກ່າວມາແລ້ວ. ແລະ ທາງດຽວທີ່
18:58
And the only way we'll do it is by seeing
our creative capacities
406
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3932
ພວກເຮົາຈະສາມາດເຮັດແນວນັ້ນໄດ້ ແມ່ນດ້ວຍການຕິດຕາມເບິ່ງສະມັດຖະນະຂອງຄວາມຄິດສ້າງສັນຂອງເຮົາ
19:02
for the richness they are
407
1118000
1610
ເພື່ອຄວາມອຸດົມຮັ່ງມີທີ່ເຮົາເປັນ, ແລະ ເບິ່ງ
19:03
and seeing our children
for the hope that they are.
408
1119634
3182
ລູກຫຼານຂອງເຮົາເພື່ອຄວາມຫວັງທີ່ພວກເຂົາເປັນ. ແລະ ໜ້າທີ່ຂອງເຮົາ
19:06
And our task is to educate
their whole being,
409
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2398
ແມ່ນການສຶກສາສິ່ງທີ່ເປັນພວກເຂົາທັງໝົດ, ເພື່ອວ່າພວກເຂົາຈະສາມາດປະເຊີນກັບອະນາຄົດອັນນີ້.
19:09
so they can face this future.
410
1125262
1484
ເຊິ່ງພວກເຮົາອາດຈະບໍ່ໄດ້ເຫັນອະນາຄົດອັນນີ້ກໍ່ມີ,
19:10
By the way -- we may not see this future,
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19:13
but they will.
412
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ແຕ່ພວກເຂົາຊິໄດ້ເຫັນ. ແລະ ວຽກຂອງເຮົາແມ່ນຊ່ວຍ
19:14
And our job is to help them
make something of it.
413
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3079
ພວກເຂົາໃຫ້ສ້າງສິ່ງໃດສິ່ງໜຶ່ງຈາກມັນໄດ້. ຂອບໃຈຫຼາຍໆ.
19:17
Thank you very much.
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19:18
(Applause)
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3000
Translated by Vilayphone Choulamany

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ABOUT THE SPEAKER
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

Why you should listen

Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."

A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.

More profile about the speaker
Ken Robinson | Speaker | TED.com
THE ORIGINAL VIDEO ON TED.COM