TED2006
Sir Ken Robinson: Do schools kill creativity?
Kens Robinsons: Kā skolas nogalē radošumu
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Sers Kens Robinsons sniedz izklaidējošu un reize ļoti aizkustinošu pamatojumu par tādas izglītības sistēmas izveidi, kas veicina (nevis ierobežo) radošumu.
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. Full bio
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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Labrīt! Kā jums klājas?
00:28
(Laughter)
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(Smiekli)
00:29
It's been great, hasn't it?
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Lieliska konference, vai ne?
00:32
I've been blown away by the whole thing.
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Esmu aiznests pavisam citā pasaulē.
00:34
In fact, I'm leaving.
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Faktiski, es tiešām dodos prom.
00:36
(Laughter)
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(Smiekli)
00:42
There have been three themes
running through the conference
running through the conference
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Ir bijušas trīs tēmas,
kas caurvij konferenci
kas caurvij konferenci
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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un kas ir saistītas ar to,
par ko vēlos runāt.
par ko vēlos runāt.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Pirmā ir neparastie cilvēka
radošo spēju apliecinājumi
radošo spēju apliecinājumi
00:52
in all of the presentations that we've had
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visās prezentācijās, kas mums bijušas,
00:54
and in all of the people here.
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un visos cilvēkos, kas ir šeit.
00:56
Just the variety of it
and the range of it.
and the range of it.
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Vien iedomājieties šo dažādību un plašumu.
01:00
The second is
that it's put us in a place
that it's put us in a place
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Otrā — mēs esam nonākuši vietā,
01:02
where we have no idea
what's going to happen,
what's going to happen,
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kur mums nav ne jausmas, kas notiks,
01:04
in terms of the future.
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nākotnes ziņā.
01:06
No idea how this may play out.
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Ne jausmas, kā tas varētu norisināties.
01:09
I have an interest in education.
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Mani interesē izglītība.
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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Patiesībā, esmu novērojis,
ka visus interesē izglītība.
ka visus interesē izglītība.
01:15
Don't you?
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Jūs ne?
01:16
I find this very interesting.
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Man tas šķiet ļoti interesanti.
01:17
If you're at a dinner party,
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Ja esat saviesīgās vakariņās, un sakāt,
01:19
and you say you work in education --
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ka strādājat izglītības jomā...
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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Godīgi sakot, jūs bieži neesat
saviesīgās vakariņās,
saviesīgās vakariņās,
01:24
(Laughter)
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(Smiekli)
01:28
If you work in education,
you're not asked.
you're not asked.
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ja strādājat izglītība,
jūs uz tām neielūdz.
jūs uz tām neielūdz.
01:31
(Laughter)
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(Smiekli)
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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Savādā kārtā jūs uz tām neaicina atkārtoti.
Tas man šķiet dīvaini.
Tas man šķiet dīvaini.
01:38
But if you are, and you say to somebody,
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Bet, ja tomēr tur esat, un kādam atbildat
01:40
you know, they say, "What do you do?"
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uz jautājumu: „Ar ko nodarbojaties?”,
01:42
and you say you work in education,
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un sakāt, ka strādājat izglītībā,
01:44
you can see the blood run from their face.
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var redzēt, ka viņiem pārskrien šermuļi.
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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Viņi it kā nodomā „Ak Dievs”,
vai ne, „Kāpēc es?”
vai ne, „Kāpēc es?”
01:48
(Laughter)
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(Smiekli)
01:50
"My one night out all week."
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„Manā vienīgajā vakarā ārpus mājas.”
01:51
(Laughter)
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(Smiekli)
01:54
But if you ask about their education,
they pin you to the wall.
they pin you to the wall.
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Bet, ja pavaicājat par viņu izglītību,
viņu jūs pienaglo pie sienas.
viņu jūs pienaglo pie sienas.
01:57
Because it's one of those things
that goes deep with people, am I right?
that goes deep with people, am I right?
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Jo tā ir viena no tām lietām,
kas cilvēkus skar ļoti dziļi, vai ne?
kas cilvēkus skar ļoti dziļi, vai ne?
02:01
Like religion, and money and other things.
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Gluži kā reliģija, nauda un citas lietas.
02:04
So I have a big interest in education,
and I think we all do.
and I think we all do.
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Mani ļoti interesē izglītība,
un, manuprāt, tā interesē mūs visus.
un, manuprāt, tā interesē mūs visus.
02:08
We have a huge vested interest in it,
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Mums par to ir milzīga
un pamatota interese,
un pamatota interese,
02:10
partly because it's education
that's meant to take us into this future
that's meant to take us into this future
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daļēji tādēļ, ka tieši izglītībai būtu
mūs jānoved pie nākotnes,
mūs jānoved pie nākotnes,
02:14
that we can't grasp.
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ko pat nespējam aptvert.
02:15
If you think of it,
children starting school this year
children starting school this year
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Ja tā padomā, bērni,
kas šogad sāks iet skolā,
kas šogad sāks iet skolā,
02:19
will be retiring in 2065.
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dosies pensijā 2065.gadā.
02:24
Nobody has a clue,
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Nevienam nav ne jausmas,
02:25
despite all the expertise that's been
on parade for the past four days,
on parade for the past four days,
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par spīti visai tai kompetencei,
kas parādīta pēdējo četru dienu laikā,
kas parādīta pēdējo četru dienu laikā,
02:29
what the world will look like
in five years' time.
in five years' time.
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kā izskatīsies pasaule pēc pieciem gadiem.
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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Tomēr mums bērni it kā būtu
šai nākotnei jāizglīto.
šai nākotnei jāizglīto.
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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Manuprāt, neparedzamība
ir neparasti liela.
ir neparasti liela.
02:36
And the third part of this
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Trešais ir,
02:38
is that we've all agreed, nonetheless,
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ka mēs šā vai tā esam vienisprātis par to,
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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ka bērniem piemīt
patiesi neparastas spējas —
patiesi neparastas spējas —
02:45
their capacities for innovation.
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jaunrades spēja.
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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Piemēram, Sirena pagājušajā vakarā
bija burvīga, ne tā?
bija burvīga, ne tā?
02:50
Just seeing what she could do.
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Redzot vien, ko viņa spēj paveikt.
02:52
And she's exceptional, but I think
she's not, so to speak,
she's not, so to speak,
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Viņa ir ārkārtēja, taču,
no otras puses, manuprāt,
no otras puses, manuprāt,
02:57
exceptional in the whole of childhood.
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viņa nav izņēmums,
ja skatāmies bērnus kopumā.
ja skatāmies bērnus kopumā.
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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Viņa ir cilvēks
ar ārkārtīgi lielu mērķtiecību,
ar ārkārtīgi lielu mērķtiecību,
03:03
who found a talent.
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kas atradis talantu.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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Es apgalvošu,
ka visiem bērniem ir neaprakstāmi talanti.
ka visiem bērniem ir neaprakstāmi talanti.
03:07
And we squander them, pretty ruthlessly.
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Un mēs tos gaužām bezatbildīgi izšķiežam.
03:09
So I want to talk about education
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Tad nu es vēlos runāt par izglītību
03:12
and I want to talk about creativity.
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un es vēlos runāt par radošumu.
03:13
My contention is that creativity now
is as important in education as literacy,
is as important in education as literacy,
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Es apgalvotu, ka radošums izglītībā
šobrīd ir tikpat svarīgs kā rakstpratība,
šobrīd ir tikpat svarīgs kā rakstpratība,
03:19
and we should treat it
with the same status.
with the same status.
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un mums pret to būtu jāattiecas līdzvērtīgi.
03:22
(Applause) Thank you.
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(Aplausi) Paldies.
03:24
(Applause)
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(Aplausi)
03:29
That was it, by the way.
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Tas, starp citu, bija viss.
03:30
Thank you very much.
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Liels paldies.
03:31
(Laughter)
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(Smiekli)
03:33
So, 15 minutes left.
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Tātad, vēl palikušas 15 minūtes.
03:35
(Laughter)
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(Smiekli)
03:38
Well, I was born... no.
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Nū, es esmu dzimis... nē!
03:40
(Laughter)
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(Smiekli)
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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Es nesen dzirdēju lielisku stāstu,
kuru man patīk pārstāstīt.
kuru man patīk pārstāstīt.
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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Tas bija par meitenīti zīmēšanas stundā.
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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Viņai bija seši gadi,
un viņa klases aizmugurē zīmēja,
un viņa klases aizmugurē zīmēja,
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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un skolotāja teica,
ka viņa tikpat kā nekam neveltīja uzmanību,
ka viņa tikpat kā nekam neveltīja uzmanību,
03:54
and in this drawing lesson, she did.
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izņemot šo zīmēšanas stundu.
03:55
The teacher was fascinated.
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Skolotāju tas ieintriģēja.
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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Viņa piegāja pie viņas
un vaicāja: „Ko tu zīmē?”
un vaicāja: „Ko tu zīmē?”
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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„Es zīmēju Dievu.” atbildēja meitene.
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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„Bet neviens nezina,
kā Dievs izskatās,” teica skolotāja.
kā Dievs izskatās,” teica skolotāja.
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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„Tūlīt viņi uzzinās.” atbildēja meitene.
04:09
(Laughter)
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(Smiekli)
04:20
When my son was four in England --
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Kad manam dēlam Anglijā bija četri gadi,
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Patiesībā, viņam visur bija četri gadi.
04:25
(Laughter)
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(Smiekli)
04:27
If we're being strict about it,
wherever he went, he was four that year.
wherever he went, he was four that year.
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Ja ņemam tā ļoti nopietni,
lai kur viņš būtu viņam togad bija četri gadi.
lai kur viņš būtu viņam togad bija četri gadi.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Viņš spēlēja ludziņā „Ziemassvētku stāsts”.
Atceraties stāstu?
Atceraties stāstu?
04:33
(Laughter)
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(Smiekli)
04:34
No, it was big, it was a big story.
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Tas ir svarīgs. Tas ir svarīgs stāsts.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Mels Gibsons uztaisīja turpinājumu.
Varbūt esat redzējuši.
Varbūt esat redzējuši.
04:38
(Laughter)
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(Smiekli)
04:40
"Nativity II."
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„Ziemassvētku stāsts II.”
04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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Džeimss dabūja Jāzepa lomu,
par ko bijām sajūsmināti.
par ko bijām sajūsmināti.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Mēs uzskatījām to
par vienu no galvenajām lomām.
par vienu no galvenajām lomām.
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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Un pieblīvējām izrādes vietu pilnu
ar aģentiem T-kreklos ar uzrakstiem:
ar aģentiem T-kreklos ar uzrakstiem:
04:50
"James Robinson IS Joseph!" (Laughter)
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„Džeimss Robinsons IR Jāzeps!” (Smiekli)
04:53
He didn't have to speak,
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Viņam nebija jārunā,
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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bet zināt to vietu, kur ienāk trīs karaļi?
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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Viņi nāk ar dāvanām —
zeltu, sveķiem un vīraku.
zeltu, sveķiem un vīraku.
04:59
This really happened.
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Tā patiešām notika.
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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Mēs tur sēdējām,
un viņi, šķiet, sajauca secību,
un viņi, šķiet, sajauca secību,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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jo mēs pēcāk runājām ar mazo puiku un vaicājām:
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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„Vai viss bija kārtībā?” Un viņš atvaicāja:
„Jā, vai tad kaut kas bija nepareizi?”
„Jā, vai tad kaut kas bija nepareizi?”
05:09
They just switched.
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Viņi samainījās.
05:10
The three boys came in,
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Ienāca trīs puikas,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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četrgadnieki ar dvieļiem ap galvu,
05:14
and they put these boxes down,
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un nolika zemē kastes.
05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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Pirmais teica: „Es jums nesu zeltu.”
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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Otrais puika teica:
"Es jums nesu vīraku."
"Es jums nesu vīraku."
05:20
And the third boy said, "Frank sent this."
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Un trešais puika teica:
„Šo jums sūta Frenks.”
„Šo jums sūta Frenks.”
05:22
(Laughter)
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(Smiekli)
05:34
What these things have in common
is that kids will take a chance.
is that kids will take a chance.
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Tam kopīgais ir tas, ka bērni pamēģinās.
05:37
If they don't know, they'll have a go.
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Pat ja viņi nezina, viņi pamēģinās.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Vai man taisnība? Viņi nebaidās kļūdīties.
05:44
I don't mean to say that being wrong
is the same thing as being creative.
is the same thing as being creative.
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Es, protams, negribu teikt,
ka kļūdīties ir tas pats, kas būt radošam.
ka kļūdīties ir tas pats, kas būt radošam.
05:48
What we do know is,
if you're not prepared to be wrong,
if you're not prepared to be wrong,
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Mēs gan zinām, ja neesat gatavi kļūdīties,
05:52
you'll never come up
with anything original --
with anything original --
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tad nekad nespēsiet radīt jebko oriģinālu,
05:54
if you're not prepared to be wrong.
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ja neesat gatavi kļūdīties.
05:56
And by the time they get to be adults,
most kids have lost that capacity.
most kids have lost that capacity.
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Ap to laiku, kad viņi pieaug,
lielākā daļa bērnu šo spēju ir zaudējuši.
lielākā daļa bērnu šo spēju ir zaudējuši.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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Viņi ir sākuši baidīties kļūdīties.
06:03
And we run our companies like this.
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Mēs šādi vadām uzņēmumus.
06:05
We stigmatize mistakes.
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Mēs uzspiežam kauna zīmi kļūdām.
06:07
And we're now running
national education systems
national education systems
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Nu mēs vadām valstu izglītības sistēmas,
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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kur kļūdas ir visbriesmīgākais,
ko var pieļaut.
ko var pieļaut.
06:12
And the result is that
we are educating people
we are educating people
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Tā rezultātā mēs izglītojam cilvēkus
06:15
out of their creative capacities.
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prom no viņu radošajām spējām.
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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Pikaso reiz teica,
ka visi bērni ir dzimuši mākslinieki.
ka visi bērni ir dzimuši mākslinieki.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Problēma, mums uzaugot,
ir palikt māksliniekam.
ir palikt māksliniekam.
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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Es tam aizrautīgi ticu,
ka mēs neizaugam līdz radošumam,
ka mēs neizaugam līdz radošumam,
06:29
we grow out of it.
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bet gan izaugam no tā laukā.
06:30
Or rather, we get educated out if it.
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Vai drīzāk, mēs tiekam no tā izglītoti laukā.
06:33
So why is this?
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Kādēļ tas tā ir?
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Es pirms aptuveni pieciem gadiem
dzīvoju Stratfordā uz Eivonas.
dzīvoju Stratfordā uz Eivonas.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Patiesībā, mēs pārcēlāmies
no Stratfordas uz Losandželosu.
no Stratfordas uz Losandželosu.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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Tā ka varat iedomāties,
cik tās bija nemanāmas pārmaiņas.
cik tās bija nemanāmas pārmaiņas.
06:44
(Laughter)
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(Smiekli)
06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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Patiesībā, mēs dzīvojām
tādā vietā kā Sniterfīlda,
tādā vietā kā Sniterfīlda,
06:48
just outside Stratford,
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turpat pie Stratfordas,
06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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kur ir dzimis Šekspīra tēvs.
06:52
Are you struck by a new thought? I was.
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Vai jūs pārsteidz jaunā doma? Mani jā.
06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Jūs nebijāt iedomājušies,
ka Šekspīram ir tēvs, vai ne?
ka Šekspīram ir tēvs, vai ne?
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
of Shakespeare being a child, do you?
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Vai ne? Tāpēc, ka nebijāt iedomājušies,
ka Šekspīrs ir bijis bērns, vai ne?
ka Šekspīrs ir bijis bērns, vai ne?
07:01
Shakespeare being seven?
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Septiņgadīgs Šekspīrs?
07:02
I never thought of it.
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Es nekad to nebiju iedomājies.
07:03
I mean, he was seven at some point.
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Proti, reiz viņam bija septiņi gadi.
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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Viņš bija kāda
angļu valodas stundās, vai ne?
angļu valodas stundās, vai ne?
07:07
(Laughter)
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(Smiekli)
07:14
How annoying would that be?
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Cik gan tas būtu kaitinoši?
07:16
(Laughter)
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(Smiekli)
07:23
"Must try harder."
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„Jābūt cītīgākam.”
07:24
(Laughter)
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(Smiekli)
07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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Kā tēvs viņu sūta gulēt,
sakot Šekspīram: „Tagad ej gulēt!
sakot Šekspīram: „Tagad ej gulēt!
07:32
And put the pencil down."
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Un noliec zīmuli.”
07:34
(Laughter)
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(Smiekli)
07:35
"And stop speaking like that."
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„Un beidz tā runāt.”
07:37
(Laughter)
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(Smiekli)
07:41
"It's confusing everybody."
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„Tas visus mulsina.”
07:42
(Laughter)
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(Smiekli)
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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Lai vai kā, mēs no Stratfordas
pārcēlāmies uz Losandželosu.
pārcēlāmies uz Losandželosu.
07:53
and I just want to say a word
about the transition.
about the transition.
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Es vēlos teikt pāris vārdus
par pārcelšanos.
par pārcelšanos.
07:55
My son didn't want to come.
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Mans dēls negribēja braukt.
07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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Man ir divi bērni.
Viņam tagad ir 21, meitai — 16.
Viņam tagad ir 21, meitai — 16.
08:00
He didn't want to come to Los Angeles.
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Viņš negribēja braukt uz Losandželosu.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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Viņam tā patika,
bet viņam Anglijā bija draudzene.
bet viņam Anglijā bija draudzene.
08:05
This was the love of his life, Sarah.
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Tā bija viņa mūža mīlestība, Sāra.
08:08
He'd known her for a month.
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1375
Viņi bija pazīstami mēnesi.
08:10
(Laughter)
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(Smiekli)
08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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Ņemiet vērā,
viņi bija nosvinējuši ceturto gadadienu,
viņi bija nosvinējuši ceturto gadadienu,
08:13
because it's a long time when you're 16.
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jo mēnesis 16 gadu vecumā ir ilgs laiks.
08:16
He was really upset on the plane,
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Viņš lidmašīnā bija ļoti apbēdināts
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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un teica: „Es nekad vairs nesatikšu
tādu meiteni kā Sāra.”
tādu meiteni kā Sāra.”
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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Godīgi sakot,
mēs par to bijām gaužām priecīgi.
mēs par to bijām gaužām priecīgi.
08:23
(Laughter)
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(Smiekli)
08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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Viņa bija galvenais iemesls,
kāpēc mēs pametām valsti.
kāpēc mēs pametām valsti.
08:34
(Laughter)
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(Smiekli)
08:40
But something strikes you
when you move to America
when you move to America
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Pārceļoties uz ASV vai ceļojot pa pasauli,
08:42
and travel around the world:
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jūs kaut kas pārsteidz:
08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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ikvienai pasaules izglītības sistēmai
ir tā pati priekšmetu hierarhija.
ir tā pati priekšmetu hierarhija.
08:47
Every one. Doesn't matter where you go.
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1955
Ikvienai. Nav nozīmes, kurp dodaties.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Varētu domāt,
ka citur ir citādāk, bet tā nav.
ka citur ir citādāk, bet tā nav.
08:51
At the top are mathematics and languages,
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Pašā augšā ir matemātika un valodas,
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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tad nāk humanitārie priekšmeti,
un pašā apakšā ir mākslas.
un pašā apakšā ir mākslas.
08:56
Everywhere on Earth.
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It visur pasaulē.
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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Lielā mērā arī katrā sistēmā,
mākslās ir sava hierarhija.
mākslās ir sava hierarhija.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Māksla un mūzika
parasti skolās ir augstākā statusā,
parasti skolās ir augstākā statusā,
09:04
than drama and dance.
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kā teātris un dejošana.
09:05
There isn't an education
system on the planet
system on the planet
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2256
Pasaulē nav tādas izglītības sistēmas,
09:07
that teaches dance everyday to children
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kur bērniem katru dienu mācītu dejošanu,
09:09
the way we teach them mathematics. Why?
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līdzvērtīgi kā mācam matemātiku. Kādēļ?
09:12
Why not? I think this is rather important.
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Kādēļ ne?
Manuprāt, tas ir diezgan svarīgi.
Manuprāt, tas ir diezgan svarīgi.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Manuprāt, matemātika ir ļoti svarīga,
bet tāda ir arī dejošana.
bet tāda ir arī dejošana.
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
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Bērni visu laiku dejo, ja viņiem to ļauj.
Mēs visi tā darām.
Mēs visi tā darām.
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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Mums taču ir ķermeņi, ne tā?
Vai arī es ko palaidu garām?
Vai arī es ko palaidu garām?
09:23
(Laughter)
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(Smiekli)
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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Patiesībā, bērniem pieaugot,
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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mēs sākam viņus izglītot pakāpeniski,
no vidukļa uz augšu.
no vidukļa uz augšu.
09:31
And then we focus on their heads.
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Tad mēs pievēršamies viņu galvām.
09:33
And slightly to one side.
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Un mazliet uz vienu pusi.
09:35
If you were to visit
education, as an alien,
education, as an alien,
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Ja paskatītos uz izglītības sistēmu
citplanētieša acīm,
citplanētieša acīm,
09:38
and say "What's it for, public education?"
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un vaicātu:
„Kam domāta publiskā izglītība?”
„Kam domāta publiskā izglītība?”
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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Tad, manuprāt, būtu jāsecina,
spriežot pēc rezultātiem,
spriežot pēc rezultātiem,
09:43
who really succeeds by this,
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kurš no tā ir ieguvējs,
09:45
who does everything that they should,
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1776
kurš izdara visu, kas jāizdara,
09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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kurš saņem visus smaidiņus,
kuri ir uzvarētāji.
kuri ir uzvarētāji.
09:49
I think you'd have to conclude
the whole purpose of public education
the whole purpose of public education
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Manuprāt, nāktos secināt,
ka visas izglītības sistēmas mērķis
ka visas izglītības sistēmas mērķis
09:53
throughout the world
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visā pasaulē
09:54
is to produce university professors.
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570239
1953
ir ražot universitātes profesorus.
09:56
Isn't it?
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1311
Vai ne?
09:57
They're the people who come out the top.
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1983
Viņi ir cilvēki, kuri uzvar.
09:59
And I used to be one, so there.
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2179
Reiz es biju viens no viņiem, lūk tā.
10:01
(Laughter)
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(Smiekli)
10:04
And I like university
professors, but you know,
professors, but you know,
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Man patīk universitātes profesori, bet ziniet,
10:07
we shouldn't hold them up
215
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1475
mums nevajadzētu viņus nostādīt
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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2931
kā cilvēces sasniegumu virsotni.
10:12
They're just a form of life,
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588000
1976
Viņi ir tikai dzīvības forma,
10:14
another form of life.
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viena no dzīvības formām.
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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3298
Bet viņi ir gaužām īpatnēji,
un es to saku aiz mīlestības pret viņiem.
un es to saku aiz mīlestības pret viņiem.
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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Pēc manas pieredzes,
profesoros ir kas īpatnējs —
profesoros ir kas īpatnējs —
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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ne visos, bet lielākajā daļā —
viņi dzīvo savās galvās.
viņi dzīvo savās galvās.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Viņi dzīvo tur augšā,
un nedaudz uz vienu pusi.
un nedaudz uz vienu pusi.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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Viņi ir bezķermeniski, ziniet,
savā ziņā burtiskā nozīmē.
savā ziņā burtiskā nozīmē.
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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3093
Viņi raugās uz ķermeni
kā transportlīdzekli savām galvām.
kā transportlīdzekli savām galvām.
10:34
(Laughter)
225
610010
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(Smiekli)
10:40
Don't they?
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1016
Ne tā?
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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Tas ir veids, kā nogādāt
viņu galvas uz sanāksmēm.
viņu galvas uz sanāksmēm.
10:43
(Laughter)
228
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(Smiekli)
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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3830
Ja vēlaties īstus pierādījumus
ārpusķermeņa pieredzes esamībai,
ārpusķermeņa pieredzes esamībai,
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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628876
3486
aizstaigājiet uz lielu konferenci,
kurā piedalās vecākie akadēmiķi,
kurā piedalās vecākie akadēmiķi,
10:56
and pop into the discotheque
on the final night.
on the final night.
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un iegriezieties pēdējā vakara diskotēkā.
10:58
(Laughter)
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(Smiekli)
11:01
And there, you will see it.
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Tur jūs to redzēsiet.
11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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4118
Pieauguši vīrieši un sievietes,
kas nevaldāmi lokās, bez ritma izjūtas.
kas nevaldāmi lokās, bez ritma izjūtas.
11:07
(Laughter)
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(Smiekli)
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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3325
Gaidot, kad tas beigsies,
lai varētu iet uzrakstīt par to rakstu.
lai varētu iet uzrakstīt par to rakstu.
11:13
(Laughter)
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(Smiekli)
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
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Mūsdienās mūsu izglītības sistēma
balstās uz ideju par akadēmiskajām spējām.
balstās uz ideju par akadēmiskajām spējām.
11:19
And there's a reason.
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1241
Tam ir iemesls.
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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Līdz 19. gadsimtam pasaulē tā īsti
nebija publiskās izglītības sistēmas.
nebija publiskās izglītības sistēmas.
11:23
really, before the 19th century.
241
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2106
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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2957
Tās visas radīja,
lai apmierinātu industriālisma vajadzības.
lai apmierinātu industriālisma vajadzības.
11:29
So the hierarchy is rooted on two ideas.
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Tāpēc hierarhija sakņojas divās idejās.
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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4597
Pirmā, ka visnoderīgākie priekšmeti
darba dzīvei ir augšgalā.
darba dzīvei ir augšgalā.
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
Tāpēc jūs bērnībā skolā, visticamāk,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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2934
laipni virzīja prom no lietām,
kas jums patika,
kas jums patika,
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
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3386
pamatojoties uz to, ka jūs, to darot,
nekad nedabūsiet darbu. Vai tiesa?
nekad nedabūsiet darbu. Vai tiesa?
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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2381
Nespēlē mūziku, tu nebūsi mūziķis;
11:46
don't do art, you won't be an artist.
249
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1801
nenodarbojies ar mākslu,
tu nebūsi mākslinieks.
tu nebūsi mākslinieks.
11:48
Benign advice -- now, profoundly mistaken.
250
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3420
Laipns padoms — šobrīd pilnīgi aplams.
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
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2145
Visā pasaulē notiek revolūcija.
11:54
And the second is academic ability,
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2097
Un otrā ir akadēmiskās spējas,
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
253
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2885
kas patiešām ir sākušas dominēt
mūsu izpratnē par intelektu,
mūsu izpratnē par intelektu,
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
jo universitātes izglītības sistēmu
radīja pēc savas līdzības.
radīja pēc savas līdzības.
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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3494
Ja tā padomā, visa pasaules
publiskās izglītības sistēma
publiskās izglītības sistēma
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
ir ilgstošs process,
lai iestātos universitātē.
lai iestātos universitātē.
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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2333
Un tā sekas ir tādas,
ka daudzi ļoti talantīgi,
ka daudzi ļoti talantīgi,
12:10
brilliant, creative
people think they're not,
people think they're not,
258
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2435
ģeniāli, radoši cilvēki
domā, ka viņi tādi nav,
domā, ka viņi tādi nav,
12:12
because the thing
they were good at at school
they were good at at school
259
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2138
jo to, kas viņiem padevās,
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
260
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2108
skolā novērtēja vai pat nopēla.
12:17
And I think we can't afford
to go on that way.
to go on that way.
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Es uzskatu,
ka nevaram atļauties tā turpināt.
ka nevaram atļauties tā turpināt.
12:19
In the next 30 years, according to UNESCO,
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Saskaņā ar UNESCO datiem,
nākamajos 30 gados,
nākamajos 30 gados,
12:22
more people worldwide will be graduating
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visā pasaulē vairāk cilvēku absolvēs,
12:25
through education
than since the beginning of history.
than since the beginning of history.
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nekā kopš vēstures sākuma.
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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Vairāk cilvēku, un tā ir
visu iepriekšminētu faktoru kombinācija:
visu iepriekšminētu faktoru kombinācija:
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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tehnoloģija un tās ietekme uz darbu,
un demogrāfija,
un demogrāfija,
12:34
and the huge explosion in population.
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un milzīgais cilvēku skaita pieaugums.
12:36
Suddenly, degrees aren't worth anything.
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Pēkšņi universitātes grāds vairs neko nenozīmē.
12:39
Isn't that true?
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Vai nav tiesa?
12:40
When I was a student,
if you had a degree, you had a job.
if you had a degree, you had a job.
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Kad es biju students,
ja tev bija grāds, tev bija darbs.
ja tev bija grāds, tev bija darbs.
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
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Ja tev nebija darba,
tu vienkārši to negribēji.
tu vienkārši to negribēji.
12:46
And I didn't want one, frankly. (Laughter)
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Es, godīgi sakot, to negribēju. (Smiekli)
12:49
But now kids with degrees
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Bet šodien jaunieši ar grādiem
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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bieži vien dodas mājās,
lai turpinātu spēlēt datorspēles,
lai turpinātu spēlēt datorspēles,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
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jo nu jums vajag maģistra grādu,
kur kādreiz vajadzēja bakalaura,
kur kādreiz vajadzēja bakalaura,
12:59
and now you need a PhD for the other.
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un doktora grādu, kur maģistra.
13:01
It's a process of academic inflation.
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Tas ir akadēmiskās inflācijas process.
13:03
And it indicates the whole
structure of education
structure of education
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Tas parāda,
ka visa izglītības sistēmas struktūra
ka visa izglītības sistēmas struktūra
13:05
is shifting beneath our feet.
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šūpojas mums zem kājām.
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
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Mums radikāli jāpārdomā
mūsu skatījums uz intelektu.
mūsu skatījums uz intelektu.
13:09
We know three things about intelligence.
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1995
Mēs par intelektu zinām trīs lietas.
13:11
One, it's diverse.
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Pirmkārt, tā ir dažāda.
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
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Mēs domājam par pasauli visus veidos,
kādos to piedzīvojam.
kādos to piedzīvojam.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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Mēs domājam tēlaini, mēs domājam skaņās,
mēs domājam kinestētiski.
mēs domājam kinestētiski.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
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Mēs domājam abstrakti,
mēs domājam kustībā.
mēs domājam kustībā.
13:21
Secondly, intelligence is dynamic.
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Otrkārt, intelekts ir dinamisks.
13:23
If you look at the interactions
of a human brain,
of a human brain,
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Ja paraugāmies uz mijiedarbībām
cilvēka smadzenēs,
cilvēka smadzenēs,
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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kā mēs to vakardien
dzirdējām vairākās prezentācijās,
dzirdējām vairākās prezentācijās,
13:29
intelligence is wonderfully interactive.
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1976
intelekts ir brīnišķīgi mijiedarbīgs.
13:31
The brain isn't divided into compartments.
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Smadzenes nav sadalītas nodalījumos.
13:33
In fact, creativity --
which I define as the process
which I define as the process
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Patiesībā, radošums,
ko es definēju kā procesu,
ko es definēju kā procesu,
13:37
of having original ideas
that have value --
that have value --
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kurā rodas oriģinālas un vērtīgas idejas,
13:39
more often than not comes about
through the interaction
through the interaction
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visbiežāk ir mijiedarbības rezultāts,
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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kad satiekas
dažādu nozaru skatījums uz lietām.
dažādu nozaru skatījums uz lietām.
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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Starp citu, smadzenēs ir nervu kūlis,
kas savieno abas puslodes,
kas savieno abas puslodes,
13:50
called the corpus callosum.
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ko sauc par smadzeņu saikli.
13:51
It's thicker in women.
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Sievietiem tas ir resnāks.
13:53
Following off from Helen yesterday,
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Izejot no tā, ko vakar teica Helēna,
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
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3123
manuprāt, tādēļ sievietēm
labāk padodas vairāki darbi vienlaikus.
labāk padodas vairāki darbi vienlaikus.
13:58
Because you are, aren't you?
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Jo tā tas ir, vai ne?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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Ir lērums pētījumu,
bet es to zinu no personīgās dzīves.
bet es to zinu no personīgās dzīves.
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
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Ja mana sieva mājās gatavo,
kas, paldies Dievam, nav pārāk bieži.
kas, paldies Dievam, nav pārāk bieži.
14:09
(Laughter)
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(Smiekli)
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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Nē, viņai šis tas padodas,
bet, ja viņa gatavo,
bet, ja viņa gatavo,
14:14
she's dealing with people on the phone,
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1876
viņa vienlaikus runā pa tālruni,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
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viņa runā ar bērniem, viņa krāso griestus,
14:18
she's doing open-heart surgery over here.
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3096
un taisa atvērto sirds operāciju.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
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Ja gatavoju es, durvis ir ciet,
bērni ir laukā,
bērni ir laukā,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
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tālrunis ir nolikts,
un ja viņa ienāk virtuvē, es saīgstu.
un ja viņa ienāk virtuvē, es saīgstu.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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Es saku: „Terij, lūdzu,
es te mēģinu uzcept olu.”
es te mēģinu uzcept olu.”
14:31
(Laughter)
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(Smiekli)
14:38
"Give me a break."
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1200
„Liec mani mierā.”
14:39
(Laughter)
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(Smiekli)
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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Īstenībā, atceraties
to veco filozofisko domu,
to veco filozofisko domu,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
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3253
ja mežā nokrīt koks,
un neviens to nedzird, vai tas vispār notika?
un neviens to nedzird, vai tas vispār notika?
14:47
Remember that old chestnut?
316
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1329
Atminaties to veco mīklu?
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
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2409
Es nesen redzēju lielisku t-kreklu,
uz kura rakstīts:
uz kura rakstīts:
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
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3938
„Ja vīrietis mežā saka, ko domā,
un neviena sieviete to nedzird,
un neviena sieviete to nedzird,
14:55
is he still wrong?"
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vai viņš tik un tā maldās?”
14:56
(Laughter)
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(Smiekli)
15:03
And the third thing about intelligence is,
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Trešā lieta par intelektu ir,
15:06
it's distinct.
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1369
ka tas ir atšķirīgs.
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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Es šobrīd strādāju pie jaunas grāmatas,
ko sauc „Atklāsme”,
ko sauc „Atklāsme”,
15:10
which is based on a series
of interviews with people
of interviews with people
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kuras pamatā ir
intervijas ar cilvēkiem par to,
intervijas ar cilvēkiem par to,
15:12
about how they discovered their talent.
325
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1920
kā viņi atklāja savu talantu.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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2169
Mani aizrauj tas, kā cilvēki pie tā nonāk.
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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3190
Mani uz to pamudināja saruna
ar kādu burvīgu sievieti,
ar kādu burvīgu sievieti,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
328
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2676
par ko lielākā daļa cilvēku varbūt
nemaz nav dzirdējuši — Džilianu Linnu.
nemaz nav dzirdējuši — Džilianu Linnu.
15:22
Have you heard of her? Some have.
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1630
Esat par viņu dzirdējuši? Daži ir.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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2522
Viņa ir horeogrāfe,
un visi zina viņas darbus.
un visi zina viņas darbus.
15:27
She did "Cats" and "Phantom of the Opera."
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2001
Viņa iestudēja „Kaķus” un „Operas spoku”.
15:29
She's wonderful.
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905125
978
Viņa ir burvīga.
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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2146
Es reiz Anglijā biju
Karaliskā baleta valdē,
Karaliskā baleta valdē,
15:32
as you can see.
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1201
kā jau varat redzēt.
15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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2400
Lai vai kā, mēs ar Džilianu
kādudien pusdienojām, un es vaicāju:
kādudien pusdienojām, un es vaicāju:
15:36
"How did you get to be a dancer?"
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„Kā tu kļuvi par dejotāju?”
15:37
It was interesting.
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1000
Tas ir interesanti.
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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Skolā viņa bija pilnīgi bezcerīga.
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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3602
Un skola, tie bija 30. gadi,
aizrakstīja viņas vecākiem un teica,
aizrakstīja viņas vecākiem un teica,
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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„Mūsuprāt, Džilianai ir mācīšanās traucējumi.”
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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2142
Viņa nespēja koncentrēties, viņa dīdījās.
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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3290
Nu laikam teiktu, ka viņai ir UDHS. Vai ne?
15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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4059
Bet tas bija 1930. gados,
un UDHS vēl nebija izgudrots.
un UDHS vēl nebija izgudrots.
15:56
It wasn't an available condition.
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2389
Tā nebija pieejama diagnoze.
15:59
(Laughter)
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2737
(Smiekli)
16:01
People weren't aware they could have that.
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2060
Cilvēki neapzinājās,
ka viņiem tas var būt.
ka viņiem tas var būt.
16:03
(Laughter)
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2134
(Smiekli)
16:06
Anyway, she went to see this specialist.
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4278
Lai vai kā, viņa devās pie speciālista.
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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3722
Viņa kopā ar māti bija tādā kā
istabā ar ozolkoka paneļiem,
istabā ar ozolkoka paneļiem,
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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2477
un viņu aizveda
un nosēdināja krēslu rindas galā,
un nosēdināja krēslu rindas galā,
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
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3639
un viņa sēdēja uz savām rokām 20 minūtes,
kamēr šis cilvēks runāja ar viņas mammu
kamēr šis cilvēks runāja ar viņas mammu
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
par visām problēmām,
kas Džilianai bija skolā.
kas Džilianai bija skolā.
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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3677
Jo viņa traucēja citiem cilvēkiem,
kavēja mājas darbus, un tā tālāk,
kavēja mājas darbus, un tā tālāk,
16:26
little kid of eight.
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1096
astoņgadīgais bērniņš.
16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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3055
Sarunas beigās ārsts aizgāja,
apsēdās blakus Džilianai un teica:
apsēdās blakus Džilianai un teica:
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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2705
„Esmu noklausījies visu,
ko stāstīja tava mamma,
ko stāstīja tava mamma,
16:33
I need to speak to her privately.
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1619
Man jāparunā ar viņu divatā.”
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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970839
2376
Viņš teica: „Uzgaidi tepat,
mēs drīz būsim atpakaļ,”
mēs drīz būsim atpakaļ,”
16:37
and they went and left her.
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2325
un viņi izgāja un atstāja viņu vienu.
16:39
But as they went out of the room,
360
975588
1636
Bet izejot no telpas,
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
361
977248
2500
viņš ieslēdza uz galda stāvošo radio.
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
362
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3430
Viņiem izejot no istabas, viņš mātei teica:
„Pastāviet un paskatieties uz viņu”
„Pastāviet un paskatieties uz viņu”
16:48
And the minute they left the room,
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2991
Mirklī, kad viņi atstāja istabu,
16:51
she was on her feet, moving to the music.
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2484
viņa bija kājās, kustoties mūzikas ritmā.
16:53
And they watched for a few minutes
and he turned to her mother and said,
and he turned to her mother and said,
365
989523
3453
Viņi pāris minūtes vēroja,
un ārsts pagriezās pret viņas māti un teica:
un ārsts pagriezās pret viņas māti un teica:
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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3976
„Linnas kundze,
Džiliana nav slima, viņa ir dejotāja.
Džiliana nav slima, viņa ir dejotāja.
17:01
Take her to a dance school."
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997000
1976
Vediet viņu uz deju skolu.”
17:03
I said, "What happened?"
368
999000
1976
„Kas notika?” es vaicāju.
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
369
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2976
Viņa atbildēja: „Viņa tā arī izdarīja.
Es nevaru pat izstāstīt, cik tas bija brīnišķīgi.
Es nevaru pat izstāstīt, cik tas bija brīnišķīgi.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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2753
Mēs iegājām zālē, un tā bija pilna ar
tādiem cilvēkiem kā es.
tādiem cilvēkiem kā es.
17:10
People who couldn't sit still.
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1006777
2199
Cilvēkiem, kas nespēja nosēdēt mierā.
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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4587
Cilvēkiem, kuriem bija jākustas, lai domātu.”
Kuriem bija jākustas, lai domātu.
Kuriem bija jākustas, lai domātu.
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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3630
Viņi dejoja baletu, viņi dejoja stepu,
viņi dejoja džezu, laikmetīgās dejas
viņi dejoja džezu, laikmetīgās dejas
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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2820
Ar laiku viņa bija uz noklausīšanos
Karaliskajā Baleta skolā,
Karaliskajā Baleta skolā,
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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3299
viņa kļuva par solisti
ar brīnišķīgu karjeru Karaliskajā baletā.
ar brīnišķīgu karjeru Karaliskajā baletā.
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
376
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2608
Galu galā viņa absolvēja
Karalisko baleta skolu,
Karalisko baleta skolu,
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
nodibināja Gillian Lynne Dance Company
17:32
met Andrew Lloyd Webber.
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1028200
1243
un satika Endrū Loidu Veberu.
17:33
She's been responsible for
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1409
Viņa ir atbildīga par
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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1031001
3146
dažiem no vissekmīgākajiem
muzikālajiem uzvedumiem vēsturē
muzikālajiem uzvedumiem vēsturē
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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1034172
3072
viņa ir sniegusi baudījumu miljoniem,
un viņa ir multimiljonāre.
un viņa ir multimiljonāre.
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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4070
Kāds cits būtu varējis izrakstīt zāles,
un pateikt, lai viņa nomierinās.
un pateikt, lai viņa nomierinās.
17:45
(Applause)
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(Aplausi)
17:52
What I think it comes to is this:
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Manuprāt, mēs nonākam pie sekojošā:
17:54
Al Gore spoke the other night
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Als Gors vakar runāja
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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par ekoloģiju un revolūciju,
ko aizsāka Reičela Kārsone.
ko aizsāka Reičela Kārsone.
18:01
I believe our only hope for the future
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Manuprāt, mūsu vienīgā nākotnes cerība
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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ir pieņemt jaunu cilvēka ekoloģijas konceptu,
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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kurā mēs sāktu pārveidot mūsu izpratni
18:10
of the richness of human capacity.
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1976
par cilvēka spēju daudzveidību.
18:12
Our education system has mined our minds
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Mūsu izglītības sistēma
ir izrakņājusi mūsu prātus
ir izrakņājusi mūsu prātus
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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tāpat kā mēs līdz izsīkumam uzrokam zemi:
meklējot kādu izrakteni.
meklējot kādu izrakteni.
18:19
And for the future, it won't serve us.
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Nākotnē mums tas nederēs.
18:21
We have to rethink
the fundamental principles
the fundamental principles
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Mums jāpārdomā pamatprincipi par to,
18:24
on which we're educating our children.
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kā izglītojam savus bērnus.
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
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Ir burvīgs Džonasa Solka citāts,
kurš teica:
kurš teica:
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
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„Ja visi kukaiņi pazustu no zemes virsas,
18:33
within 50 years all life
on Earth would end.
on Earth would end.
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50 gadu laikā dzīvība uz Zemes beigtos.
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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Ja no Zemes virsas pazustu visi cilvēki,
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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50 gadu laikā
visas dzīvības formas uzplauktu.”
visas dzīvības formas uzplauktu.”
18:44
And he's right.
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Un viņam ir taisnība.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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Tas, ko cildina TED,
ir cilvēka iztēles dotības.
ir cilvēka iztēles dotības.
18:50
We have to be careful now
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Nu mums ir jābūt uzmanīgiem,
18:52
that we use this gift wisely
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lai šo dāvanu izmantotu gudri,
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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un izvairītos no dažiem scenārijiem,
par kuriem runājām.
par kuriem runājām.
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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Vienīgais veids, kā to paveiksim,
ir saredzot mūsu radošās spējas
ir saredzot mūsu radošās spējas
19:02
for the richness they are
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visā to bagātībā,
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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un saredzot mūsu bērnus
kā to cerību, ko viņi nes.
kā to cerību, ko viņi nes.
19:06
And our task is to educate
their whole being,
their whole being,
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Mūsu uzdevums
ir izglītot viņus visā viņu pilnībā,
ir izglītot viņus visā viņu pilnībā,
19:09
so they can face this future.
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lai viņi var droši doties nākotnē.
19:10
By the way -- we may not see this future,
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Starp citu, mēs šo nākotni
varam nepiedzīvot,
varam nepiedzīvot,
19:13
but they will.
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bet viņi gan piedzīvos.
19:14
And our job is to help them
make something of it.
make something of it.
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Un mūsu uzdevums
ir viņiem palīdzēt ar to kaut ko izdarīt.
ir viņiem palīdzēt ar to kaut ko izdarīt.
19:17
Thank you very much.
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Liels paldies!
19:18
(Applause)
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(Aplausi)
ABOUT THE SPEAKER
Ken Robinson - Author/educatorCreativity 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.
Ken Robinson | Speaker | TED.com