TED2010
Sir Ken Robinson: Bring on the learning revolution!
肯·罗宾逊爵士 (Ken Robinson): 展开学习革命！
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Readability: 3.4
9,209,583 views
在这个沉痛的，有趣的，传说中的 2006 年演讲中，肯·罗宾逊爵士提出了一个彻底改变的建议：从标准化的学校学习转变为个人化的学习 -- 创建使孩子的天赋得以茁壮成长的条件。
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.
00:13
I was here four years ago,
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四年前我站在这里，
00:15
and I remember, at the time,
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我记得在那个时候，
00:17
that the talks weren't put online.
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演讲不是放在网上；
00:20
I think they were given to TEDsters in a box,
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我想演讲是放在盒子里
送给 TEDsters (TED出席者)，
送给 TEDsters (TED出席者)，
00:24
a box set of DVDs,
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一整盒子的 DVD，
00:26
which they put on their shelves, where they are now.
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TEDsters 把它们放到书架上，
它们现在应该还被搁在那。
它们现在应该还被搁在那。
00:29
(Laughter)
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（笑声）
00:31
And actually, Chris called me
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事实上，克里斯在我演讲后一个礼拜，
00:33
a week after I'd given my talk
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打电话给我，
00:35
and he said, "We're going to start putting them online.
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说: “我们准备把它们放到网上。
00:37
Can we put yours online?" And I said, "Sure."
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能把你的也放到网上吗？” 我说: “当然。”
00:40
And four years later,
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四年以后，
00:42
as I said, it's been seen by four ...
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就像我说的，已经有四 ...
00:44
Well, it's been downloaded four million times.
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嗯，它已经被下载了四百万次。
00:47
So I suppose you could multiply that by 20 or something
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所以我推断，将它
乘以 20 或者其它数字，
乘以 20 或者其它数字，
00:50
to get the number of people who've seen it.
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你就知道有多少人看过它了。
00:52
And, as Chris says, there is a hunger
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就像克里斯说的，人们对我的视频
00:56
for videos of me.
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相当感兴趣。
00:58
(Laughter)
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（笑声）
01:01
(Applause)
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（掌声）
01:06
... don't you feel?
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难道你们不这样认为吗？
01:07
(Laughter)
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（笑声）
01:12
So, this whole event has been an elaborate build-up
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因此，今天这个精心制作准备的演讲，
01:15
to me doing another one for you, so here it is.
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就是为你们而量身订做的。
01:19
(Laughter)
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（笑声）
01:22
Al Gore spoke
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阿尔·戈尔 (Al Gore) 在 TED 研讨会上
01:24
at the TED conference I spoke at four years ago
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有过演讲，那年我也在那儿演说，
01:27
and talked about the climate crisis.
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而他谈的是气候危机。
01:29
And I referenced that
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在我在那次演讲的最后
01:31
at the end of my last talk.
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引用了他的话。
01:33
So I want to pick up from there
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所以我想从那儿开始，
01:35
because I only had 18 minutes, frankly.
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因为，坦率的讲，我仅有 18 分钟。
01:38
So, as I was saying...
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正如同我所说过的...
01:40
(Laughter)
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（笑声）
01:48
You see, he's right.
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你看，他是正确的。
01:50
I mean, there is a major climate crisis, obviously,
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我是说，很显然地，
严重的气候危机的确存在。
严重的气候危机的确存在。
01:53
and I think if people don't believe it, they should get out more.
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我认为如果你不相信它，
你就应该想法了解了解。
你就应该想法了解了解。
01:56
(Laughter)
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（笑声）
01:59
But I believe there's a second climate crisis,
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但是，我相信还有个第二大气候危机，
02:03
which is as severe,
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它同样很严重
02:05
which has the same origins,
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并且有着相同的起源，
02:08
and that we have to deal with with the same urgency.
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我们也必须紧急处理它。
02:11
And I mean by this --
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我是说 --
02:13
and you may say, by the way, "Look, I'm good.
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但你也许说: “看，够了。
02:15
I have one climate crisis;
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我已经有一个气候危机；
02:17
I don't really need the second one."
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我不需要再有第二个了。”
02:20
But this is a crisis of, not natural resources --
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但是，这个与自然资源无关的危机 --
02:22
though I believe that's true --
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即使我相信确实存在自然灾害的危机 --
02:25
but a crisis of human resources.
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即为人力资源的危机。
02:27
I believe fundamentally,
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我相信，从根本上说，
02:29
as many speakers have said during the past few days,
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就像许多演讲者
在过去的几天中说的，
在过去的几天中说的，
02:31
that we make very poor use
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我们完全没有好好地利用
02:34
of our talents.
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我们自己的天赋。
02:37
Very many people go through their whole lives
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许多人回顾他们的整个人生，
02:39
having no real sense of what their talents may be,
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完全不知道他们的天赋是什么，
02:42
or if they have any to speak of.
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或者他们从未提及
任何关于他们天赋的事。
任何关于他们天赋的事。
02:44
I meet all kinds of people
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我遇到过各种各样的人，
02:46
who don't think they're really good at anything.
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他们不认为自己
擅长于任何一件事。
擅长于任何一件事。
事实上，我大概把世界分为两组。
02:50
Actually, I kind of divide the world into two groups now.
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02:53
Jeremy Bentham, the great utilitarian philosopher,
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杰里米·边沁 (Jeremy Bentham)，
著名的实用主义哲学家，
著名的实用主义哲学家，
02:56
once spiked this argument.
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曾经反对这个论点。
02:58
He said, "There are two types of people in this world:
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他说：“世上有两种人，
03:00
those who divide the world into two types
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一种人把世界分为两种，
03:02
and those who do not."
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另一种则没有这样做。”
03:04
(Laughter)
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（笑声）
03:09
Well, I do.
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其实，我支持这论点。
03:11
(Laughter)
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（笑声）
03:16
I meet all kinds of people
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我遇到过各种各样的人，
03:18
who don't enjoy what they do.
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他们不喜欢他们正在做的事。
03:21
They simply go through their lives
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他们简单过着他们的生活，
03:23
getting on with it.
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只是对付。
03:25
They get no great pleasure from what they do.
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他们从他们的
工作中感受不到愉快。
工作中感受不到愉快。
03:27
They endure it rather than enjoy it
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他们忍受它，而不是享受它，
03:30
and wait for the weekend.
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只等着周末。
03:33
But I also meet people
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但是我也遇到过一些人，
03:35
who love what they do
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他们深爱着他们的工作，
03:37
and couldn't imagine doing anything else.
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甚至不能想象他们在做别的事情。
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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如果你对他们说：“不要干这个了。”
他们会很难理解你在说什么。
他们会很难理解你在说什么。
03:42
Because it isn't what they do, it's who they are. They say,
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因为这和他们在干什么无关，
这就是他们。他们说：
这就是他们。他们说：
03:45
"But this is me, you know.
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“但是这是我，你知道。
03:47
It would be foolish for me to abandon this, because
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如果我放弃这会让我显得很愚蠢，因为
03:49
it speaks to my most authentic self."
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这就是我最真实的自我写照。”
03:51
And it's not true of enough people.
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许多人不是这样的。
03:54
In fact, on the contrary, I think
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事实上，正相反，我认为
03:56
it's still true of a minority of people.
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这无疑只是一小部分人。
03:58
I think there are many
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我认为对此可能
04:00
possible explanations for it.
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有许多解释。
04:02
And high among them
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其中最可能的解释
04:04
is education,
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是教育，
04:06
because education, in a way,
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因为教育在某种程度上，
04:08
dislocates very many people
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使许多人
远离其自身的天赋。
04:10
from their natural talents.
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04:12
And human resources are like natural resources;
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人力资源就像是自然资源；
04:15
they're often buried deep.
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它们通常埋藏地很深。
04:17
You have to go looking for them,
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你必须去找寻它们。
04:19
they're not just lying around on the surface.
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它们不会只是躺在地表。
04:21
You have to create the circumstances where they show themselves.
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你必须创造它们自我展现的环境。
04:24
And you might imagine
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你或许认为教育
04:26
education would be the way that happens,
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是让它们发生的环境。
04:28
but too often it's not.
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但是，许多时候，不是的。
04:30
Every education system in the world
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世界上每个教育系统
04:32
is being reformed at the moment
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都是被改革过的。
04:34
and it's not enough.
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这是不足够的。
04:36
Reform is no use anymore,
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改革不再有用了，
04:38
because that's simply improving a broken model.
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因为它只简单地改进
一个已破碎的模式。
一个已破碎的模式。
04:41
What we need --
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我们需要的是 --
04:43
and the word's been used many times during the course of the past few days --
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这个词在过去的几天里，
已经被用过很多遍 --
已经被用过很多遍 --
04:45
is not evolution,
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不是进化论，
04:47
but a revolution in education.
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而是教育革命。
04:50
This has to be transformed
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它一定要被转换成
04:52
into something else.
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其它的形式。
04:54
(Applause)
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（掌声）
05:00
One of the real challenges
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其中最艰巨的挑战
05:02
is to innovate fundamentally
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是对教育体系
05:04
in education.
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的彻底创新。
05:06
Innovation is hard
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创新是艰辛的，
05:08
because it means doing something
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因为它意味着去干
05:10
that people don't find very easy, for the most part.
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人们在大多数情况下
不是很容易去干的事情。
不是很容易去干的事情。
05:12
It means challenging what we take for granted,
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它意味着实实在在的挑战
05:15
things that we think are obvious.
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我们认为是明显的食物。
05:18
The great problem for reform
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重整或改革中
05:20
or transformation
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最大的问题
05:22
is the tyranny of common sense;
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是社会常识的专政统治，
05:24
things that people think,
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人们认为，
05:26
"Well, it can't be done any other way because that's the way it's done."
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“事情是不能用其它方法做的，
因为他们是用这种方法做的。”
因为他们是用这种方法做的。”
05:28
I came across a great quote recently from Abraham Lincoln,
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我突然想起了亚伯拉罕·林肯
(Abraham Lincoln) 的经典句子，
(Abraham Lincoln) 的经典句子，
05:31
who I thought you'd be pleased to have quoted at this point.
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我想他一定高兴
他的句子用到了这里。
他的句子用到了这里。
05:34
(Laughter)
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（笑声）
05:36
He said this in December 1862
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他在1862年12月
05:39
to the second annual meeting of Congress.
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第二届年度会议中。
05:43
I ought to explain that I have no idea what was happening at the time.
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我解释一下，对于当时发生了什么，
我完全不知道。
我完全不知道。
05:48
We don't teach American history in Britain.
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我们在英国不教美国历史。
05:50
(Laughter)
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（笑声）
05:52
We suppress it. You know, this is our policy.
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我们抑制它，你知道，这是我们的政策。
05:55
(Laughter)
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（笑声）
05:58
So, no doubt, something fascinating was happening in December 1862,
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因为，毋庸置疑，一件有吸引力的
事情在1862年12月发生了，
事情在1862年12月发生了，
06:00
which the Americans among us
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我们中的美国人
06:02
will be aware of.
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将会知道我说的。
06:05
But he said this:
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他说到：
06:07
"The dogmas
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“在平静的过去中的
教条
06:09
of the quiet past
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06:11
are inadequate to the stormy present.
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和暴风雨的现代是不相匹的。
06:14
The occasion
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时机
06:16
is piled high with difficulty,
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被艰难地推到高处，
06:18
and we must rise with the occasion."
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我们必须和时机一起进步。”
06:21
I love that.
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我喜欢这句话。
06:23
Not rise to it, rise with it.
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不是为它进步，而是与时俱进。
06:27
"As our case is new,
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“因为我们的处境是新的，
06:29
so we must think anew
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我们必须重新思考，
06:32
and act anew.
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重新行动。
06:35
We must disenthrall ourselves,
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我们必须解放我们自己，
06:38
and then we shall save our country."
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然后才能拯救我们的国家。”
06:41
I love that word, "disenthrall."
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我喜欢这个词“解放”
06:43
You know what it means?
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你知道它的意义吗？
06:45
That there are ideas that all of us are enthralled to,
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我们所有人被解放到这些想法，
06:48
which we simply take for granted
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我们理所当然的接受它，
06:50
as the natural order of things, the way things are.
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就像自然的事物，就是这样。
06:52
And many of our ideas
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许多我们的想法已成型了，
06:54
have been formed, not to meet the circumstances of this century,
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它们是不能和这个世纪的
客观环境相融合的，
客观环境相融合的，
06:57
but to cope with the circumstances of previous centuries.
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它们只能对付上个世纪的环境。
07:00
But our minds are still hypnotized by them,
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但是我们的想法仍旧被它催眠者。
07:02
and we have to disenthrall ourselves of some of them.
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我们必须多多少少
从中解放出来。
从中解放出来。
07:05
Now, doing this is easier said than done.
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说是比做容易。
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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此外，很难知道，
你认为什么是理所当然的。
你认为什么是理所当然的。
07:11
And the reason is that you take it for granted.
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还有，为什么你认为它是理所当然的。
07:14
So let me ask you something you may take for granted.
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让我问你一些问题，
你可能认为是理所当然的。
你可能认为是理所当然的。
07:17
How many of you here are over the age of 25?
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在座的有多少人是 25 岁以上？
07:20
That's not what I think you take for granted,
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这不是我认为你是理所当然的。
07:22
I'm sure you're familiar with that already.
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我确信你很熟悉这个。
07:24
Are there any people here under the age of 25?
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有人小于25岁吗？
07:27
Great. Now, those over 25,
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很好，那些大于25岁的，
07:30
could you put your hands up if you're wearing your wristwatch?
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如果你带一块腕表，请把手举起来。
07:33
Now that's a great deal of us, isn't it?
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腕表对于我们很有用，不是吗？
07:36
Ask a room full of teenagers the same thing.
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那同样的问题
问一屋子十几岁的年轻人。
问一屋子十几岁的年轻人。
07:39
Teenagers do not wear wristwatches.
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年轻人不带腕表。
07:41
I don't mean they can't or they're not allowed to,
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我不是说他们不能或者他们不许，
07:43
they just often choose not to.
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他们只是常常选择不带。
07:45
And the reason is, you see, that we were brought up
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原因是，你看，我们这些25岁以上的，
07:47
in a pre-digital culture, those of us over 25.
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是在数字时代前的文化中养育大的。
07:50
And so for us, if you want to know the time
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因为对于我们，如果你想要知道时间，
07:52
you have to wear something to tell it.
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你不得不带个什么东西来告诉你。
07:54
Kids now live in a world which is digitized,
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孩子们现在生活在数字时代，
07:57
and the time, for them, is everywhere.
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时间对于他们来讲，到处都是。
07:59
They see no reason to do this.
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他们不理解为什么带手表。
08:01
And by the way, you don't need to do it either;
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顺便说一句，你同样也不需要；
08:03
it's just that you've always done it and you carry on doing it.
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仅仅是因为你习惯了，
你就继续做下去。
你就继续做下去。
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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我女儿从不带手表，
我女儿凯特20岁。
我女儿凯特20岁。
08:09
She doesn't see the point.
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她看不到手表的重要性。
08:11
As she says, "It's a single function device."
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她说：“这是单一功能的装置。”
08:14
(Laughter)
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（笑声）
08:19
"Like, how lame is that?"
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就像它是多蹩脚的。
08:22
And I say, "No, no, it tells the date as well."
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我说：“不不，它同样也显示时间。”
08:24
(Laughter)
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（笑声）
08:29
"It has multiple functions."
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“它有多重功能。”
08:32
But, you see, there are things we're enthralled to in education.
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但是，你看，这就是
我们被教育束缚的事情。
我们被教育束缚的事情。
08:35
Let me give you a couple of examples.
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让我再举些例子。
08:37
One of them is the idea of linearity:
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它们中的一个是线性想法。
08:40
that it starts here and you go through a track
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从这里开始，你在一个轨道上前进，
08:43
and if you do everything right, you will end up
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如果你做对每件事，你就到达
08:45
set for the rest of your life.
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你后半生想要的生活。
08:49
Everybody who's spoken at TED has told us implicitly,
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每个在TED演讲的人
都婉转或明确地
都婉转或明确地
08:51
or sometimes explicitly, a different story:
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向我们诉说不同的故事：
08:54
that life is not linear; it's organic.
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生活不是线性的，它是有机的。
08:57
We create our lives symbiotically
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我们创造我们共同的生活，
08:59
as we explore our talents
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就像我们发觉我们的天赋，
09:01
in relation to the circumstances they help to create for us.
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和天赋帮助我们创造自我的关系。
09:04
But, you know, we have become obsessed
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但是你知道，我们变得对这个线性故事
09:06
with this linear narrative.
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很著迷。
09:08
And probably the pinnacle for education
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可能是教育的顶峰
09:10
is getting you to college.
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是被大学录取。
09:12
I think we are obsessed with getting people to college.
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我认为执迷于让人们进入大学，
09:15
Certain sorts of college.
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进入某种类型的大学。
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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我不是说你不应该上大学，
但是不是每个人都需要上大学，
但是不是每个人都需要上大学，
09:19
and not everybody needs to go now.
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尤其是现在。
09:21
Maybe they go later, not right away.
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他们可以迟一点上大学，不一定马上。
09:23
And I was up in San Francisco a while ago
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我前一阵子在旧金山
09:25
doing a book signing.
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举行新书签名会。
09:27
There was this guy buying a book, he was in his 30s.
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其中有一个30岁左右
的男人买我的书。
的男人买我的书。
09:29
And I said, "What do you do?"
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我问到：“你是干什么的？”
09:31
And he said, "I'm a fireman."
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他说：“我是消防员。”
09:34
And I said, "How long have you been a fireman?"
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我又问：“你当消防员多久了？”
09:36
He said, "Always. I've always been a fireman."
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他说：“一辈子，我一直就是个消防员。”
09:38
And I said, "Well, when did you decide?"
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我说：“哦，你什么时候决定的？”
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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他说：“很小的时候。” 他说：
“事实上，这让我在中学时遇到了困难，
“事实上，这让我在中学时遇到了困难，
09:43
because at school, everybody wanted to be a fireman."
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因为学校里的每个人
都想成为消防员。”
都想成为消防员。”
09:46
He said, "But I wanted to be a fireman."
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他说：“我想成为消防员。”
09:49
And he said, "When I got to the senior year of school,
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他又说：“当我升上高年级的时候，
09:52
my teachers didn't take it seriously.
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我的老师们不以为然。
09:55
This one teacher didn't take it seriously.
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有一个老师，特别不以为然，
09:57
He said I was throwing my life away
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他说如果这是我全部的选择，
09:59
if that's all I chose to do with it;
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我就是在荒废我的青春。
10:01
that I should go to college, I should become a professional person,
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我应该上大学，成为一个职业白领，
10:04
that I had great potential
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我有很大的潜能，
10:06
and I was wasting my talent to do that."
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如果这么做的话，
我就是在浪费我的天赋。”
我就是在浪费我的天赋。”
10:08
And he said, "It was humiliating because
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他又说：“这使我感到羞辱，因为
10:10
he said it in front of the whole class and I really felt dreadful.
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那个老师在全班面前说了此话，
我感到糟糕透了。
我感到糟糕透了。
10:12
But it's what I wanted, and as soon as I left school,
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但是这就是我想要的，
从中学毕业后，
从中学毕业后，
10:14
I applied to the fire service and I was accepted."
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我马上申请了消防工作，并且被录取了。”
10:17
And he said, "You know, I was thinking about that guy recently,
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他说：“你知道，在你问我的几秒钟前，
10:19
just a few minutes ago when you were speaking, about this teacher,"
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我突然想起了那个老师。”
10:22
he said, "because six months ago,
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他说：“因为六个月前，
10:24
I saved his life."
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我挽救了他的生命。”
10:26
(Laughter)
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（笑声）
10:28
He said, "He was in a car wreck,
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他说：“他在一辆严重损坏的汽车里，
10:30
and I pulled him out, gave him CPR,
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我把他拉了出来，
给他做了心脏起博复苏，
给他做了心脏起博复苏，
10:33
and I saved his wife's life as well."
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我同时也救了他的妻子。”
10:36
He said, "I think he thinks better of me now."
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他说：“我认为他现在
对我的想法要好多了。”
对我的想法要好多了。”
10:38
(Laughter)
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（笑声）
10:40
(Applause)
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（掌声）
10:46
You know, to me,
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你知道，对于我来说，
10:48
human communities depend upon
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人类社会取决于
10:50
a diversity of talent,
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天赋的多样性，
10:52
not a singular conception of ability.
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不是单一能力的思维。
10:55
And at the heart of our challenges --
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在我们挑战的中心 --
10:57
(Applause)
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（掌声）
10:59
At the heart of the challenge
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在我们挑战的中心
11:01
is to reconstitute our sense of ability
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是重新组建我们的能力
11:03
and of intelligence.
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和智慧。
11:05
This linearity thing is a problem.
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线性思考是一个问题。
11:07
When I arrived in L.A.
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当我九年前
11:09
about nine years ago,
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来到洛杉矶的时候，
11:11
I came across a policy statement --
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我对一种观点有很深的印象，
11:14
very well-intentioned --
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一种非常有意识的政策宣言：
11:16
which said, "College begins in kindergarten."
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“大学起始于幼儿园。”
11:21
No, it doesn't.
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不，不是这样的。
11:23
(Laughter)
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（笑声）
11:26
It doesn't.
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不是这样的。
11:28
If we had time, I could go into this, but we don't.
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如果我有时间，
我会在这里详细说明，但是我没有。
我会在这里详细说明，但是我没有。
11:31
(Laughter)
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（笑声）
11:33
Kindergarten begins in kindergarten.
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幼儿园起始于幼儿园。
11:35
(Laughter)
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（笑声）
11:37
A friend of mine once said,
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我的一个朋友曾经说过：
11:39
"You know, a three year-old is not half a six year-old."
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”你知道，三岁的孩童
不是六岁孩童的一半。“
不是六岁孩童的一半。“
11:42
(Laughter)
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（笑声）
11:44
(Applause)
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（掌声）
11:49
They're three.
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他们三岁。
11:51
But as we just heard in this last session,
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就像我们上边听到的那个例子，
11:53
there's such competition now to get into kindergarten --
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上幼儿园的竞争很大，
11:56
to get to the right kindergarten --
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尤其是上对的幼儿园，
三岁就要开始面试。
11:58
that people are being interviewed for it at three.
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三岁！
12:03
Kids sitting in front of unimpressed panels,
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孩子们坐在无聊的专家咨询组前，
12:05
you know, with their resumes,
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你知道，带着他们的简历。
12:07
(Laughter)
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（笑声）
12:10
flipping through and saying, "Well, this is it?"
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草草翻阅，然后说：“就这些？”
12:12
(Laughter)
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（笑声）
12:14
(Applause)
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（掌声）
12:17
"You've been around for 36 months, and this is it?"
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“你已经在这儿混了三十六个月了，就这些？”
12:20
(Laughter)
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（笑声）
12:27
"You've achieved nothing -- commit.
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“你没有完成任何事情，这是我的意见。
12:30
Spent the first six months breastfeeding, the way I can see it."
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母乳喂养了六个月，这就只是我能看到的。”
12:33
(Laughter)
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（笑声）
12:38
See, it's outrageous as a conception, but it [unclear].
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看，这个想法是无法容忍的，
但是它吸引着我们。
但是它吸引着我们。
12:41
The other big issue is conformity.
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另一个很大的问题是循规蹈矩。
12:43
We have built our education systems
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我们把我们的教育系统
12:45
on the model of fast food.
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建立在快餐的基础上。
12:47
This is something Jamie Oliver talked about the other day.
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杰米·奥利弗曾经提到这个问题。
12:50
You know there are two models of quality assurance in catering.
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你知道高质量保证的
饮食业有两种形态。
饮食业有两种形态。
12:52
One is fast food,
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一是快餐，
12:54
where everything is standardized.
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全部标准化。
12:56
The other are things like Zagat and Michelin restaurants,
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二是像扎格特和米什兰饭店，
12:58
where everything is not standardized,
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全不标准化，
13:00
they're customized to local circumstances.
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它们制定标准满足当地情况。
13:02
And we have sold ourselves into a fast food model of education,
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我们出让我们自己，
建立快餐模式的教育。
建立快餐模式的教育。
13:05
and it's impoverishing our spirit and our energies
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它正在耗尽我们的精神和能量，
13:08
as much as fast food is depleting our physical bodies.
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就像快餐正在耗尽
我们的身体资源。
我们的身体资源。
13:11
(Applause)
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（掌声）
13:17
I think we have to recognize a couple of things here.
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我认为我们在这里
必须认识到一些事情。
必须认识到一些事情。
13:19
One is that human talent is tremendously diverse.
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其一是人类天赋有巨大的多样性。
13:22
People have very different aptitudes.
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人们有非常不同的天资。
13:24
I worked out recently that
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我最近才发觉一件事：
13:26
I was given a guitar as a kid
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我在很小的时候得到了一个吉他，
13:28
at about the same time that Eric Clapton got his first guitar.
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大概是埃里克·克莱普顿
得到他的第一个吉他的时候。
得到他的第一个吉他的时候。
13:32
You know, it worked out for Eric, that's all I'm saying.
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你知道，埃里克成功了，我仅想说这个。
13:35
(Laughter)
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（笑声）
13:37
In a way, it did not for me.
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在某种方式上，它在我身上不起作用。
13:39
I could not get this thing to work
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我不能使吉他工作，
13:42
no matter how often or how hard I blew into it.
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无论多经常，或是多努力地弹它。
13:44
(Laughter) It just wouldn't work.
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它就是不工作。
13:49
But it's not only about that.
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不仅仅是这样。
13:51
It's about passion.
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这和热情息息相关。
13:53
Often, people are good at things they don't really care for.
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通常，人们善于去做
他们不用太花心思去做的事情。
他们不用太花心思去做的事情。
13:55
It's about passion,
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是热情，
13:57
and what excites our spirit and our energy.
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使我们精力和能量兴奋。
14:00
And if you're doing the thing that you love to do, that you're good at,
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如果你正在做你热爱的事情，
14:03
time takes a different course entirely.
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你花在这件事上的时间便不同。
14:06
My wife's just finished writing a novel,
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我妻子刚完成了一部小说，
14:09
and I think it's a great book,
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我认为它是极好的书。
14:11
but she disappears for hours on end.
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写这本书的结尾时，
她消失了好几个小时。
她消失了好几个小时。
14:14
You know this, if you're doing something you love,
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你知道，如果你正在做你喜爱的事情，
14:16
an hour feels like five minutes.
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一小时感觉就像五分钟。
14:19
If you're doing something that doesn't resonate with your spirit,
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如果你正在做一件
不和你精神发生共鸣的事情，
不和你精神发生共鸣的事情，
14:21
five minutes feels like an hour.
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五分钟就像是一小时。
14:23
And the reason so many people are opting out of education
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许多人退出教育的原因
14:26
is because it doesn't feed their spirit,
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是教育对他们的精力起不到供给，
14:28
it doesn't feed their energy or their passion.
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供给不到他们的精力和热情。
14:31
So I think we have to change metaphors.
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因此，我认为我们必须改变暗喻。
14:34
We have to go from what is essentially an industrial model of education,
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我们必须从基于工业化的
14:37
a manufacturing model,
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制造业的教育模式，
14:39
which is based on linearity
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这个模式是基于线性的，
14:41
and conformity and batching people.
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标准化的和批量生产的人们，
14:44
We have to move to a model
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我们必须移到一个
基于农业生产原理的模式。
14:46
that is based more on principles of agriculture.
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14:49
We have to recognize that human flourishing
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我们必须认识到
人类的蒸蒸日上
人类的蒸蒸日上
14:52
is not a mechanical process;
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不是一个工业制造的过程，
14:54
it's an organic process.
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是一个有机的过程。
14:56
And you cannot predict the outcome of human development.
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而且你不能预计人类发展的结果；
14:59
All you can do, like a farmer,
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所有你能做的，就像种庄稼的，
15:01
is create the conditions under which
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建造使它们
15:03
they will begin to flourish.
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开始开花的条件。
15:05
So when we look at reforming education and transforming it,
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因此，当我们看待
教育改革和教育改造，
教育改革和教育改造，
15:08
it isn't like cloning a system.
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它不会像是复制一个系统
15:11
There are great ones, like KIPP's; it's a great system.
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像 KIPPs，尽管它是极好的系统，
15:13
There are many great models.
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有许多极好的模式。
15:15
It's about customizing to your circumstances
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而是对你真正教的人们
15:18
and personalizing education
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个人化教育环境，
15:20
to the people you're actually teaching.
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个人化教育。
15:22
And doing that, I think,
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做这事，我认为
15:24
is the answer to the future
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是对未来的道路。
15:26
because it's not about scaling a new solution;
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因为它不是找出一个新的解决办法；
15:29
it's about creating a movement in education
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是关于发展一个教育运动，
15:31
in which people develop their own solutions,
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其中人们开发他们自己的解决办法，
15:34
but with external support based on a personalized curriculum.
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同时得到基于个人条件的外在支持。
15:37
Now in this room,
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现在，在这个房间，
15:39
there are people who represent
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有人拥有
15:41
extraordinary resources in business,
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商业中非凡的资源，
15:43
in multimedia, in the Internet.
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在多媒体，在互联网。
15:45
These technologies,
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这些科技，
15:47
combined with the extraordinary talents of teachers,
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和教师卓越的天赋相结合，
15:50
provide an opportunity to revolutionize education.
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提供了一个教育革命的机会。
15:53
And I urge you to get involved in it
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我鼓励你参与其中，
15:55
because it's vital, not just to ourselves,
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因为它是极重要的，
不仅是对我们自身，
不仅是对我们自身，
15:57
but to the future of our children.
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而是对我们孩子的未来。
15:59
But we have to change from the industrial model
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但是我们必须从工业模式中解放，
16:01
to an agricultural model,
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变成农业模式，
16:03
where each school can be flourishing tomorrow.
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当中，每个学校明天就能繁荣兴盛。
16:06
That's where children experience life.
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它是孩子们的经验生活。
16:08
Or at home, if that's where they choose to be educated
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或者在家，如果那是他们和他家人朋友
16:10
with their families or their friends.
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选择被教育的地方。
16:12
There's been a lot of talk about dreams
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在过去的几天里，
16:14
over the course of this few days.
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有很多关于梦想的演讲。
16:17
And I wanted to just very quickly ...
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我只想很快 --
16:19
I was very struck by Natalie Merchant's songs last night,
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娜塔莉·莫奇的歌困在我的脑海里，
16:22
recovering old poems.
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寻回久的诗歌。
16:24
I wanted to read you a quick, very short poem
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我想要读一个快的短的诗歌，
16:26
from W. B. Yeats, who some of you may know.
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W.B.·叶芝，他是你可能知道的某个人。
16:29
He wrote this to his love,
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他写给他的爱人，
16:31
Maud Gonne,
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昴德·冈昂，
16:33
and he was bewailing the fact that
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他正在为事实痛苦，
16:36
he couldn't really give her what he thought she wanted from him.
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他不能真的给她，他认为她想要的。
16:39
And he says, "I've got something else, but it may not be for you."
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他说：“我有一些另外的东西，但它并不是给你的。”
16:42
He says this:
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他说：
16:44
"Had I the heavens' embroidered cloths,
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“天堂已经在衣服上刺绣了，
16:47
Enwrought with gold
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用金色
和银色的灯光，
16:49
and silver light,
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16:51
The blue and the dim
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蓝色的，暗淡的，
16:53
and the dark cloths
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和黑色的衣服，
16:55
Of night and light and the half-light,
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用夜色的灯光和半灯光，
16:58
I would spread the cloths under your feet:
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我将衣服延展到你脚下；
17:01
But I, being poor,
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但是我，这个穷困者，
17:04
have only my dreams;
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只有我的梦想；
17:07
I have spread my dreams under your feet;
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我延伸我的梦想到你脚下；
17:10
Tread softly
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轻轻的踩，
17:12
because you tread on my dreams."
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因为你正在踩我的梦想上。”
17:15
And every day, everywhere,
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每天，每处，
17:18
our children spread their dreams beneath our feet.
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我们的孩子延伸
他们的梦想到你脚下。
他们的梦想到你脚下。
17:21
And we should tread softly.
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我们应该轻轻地踩。
17:24
Thank you.
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谢谢。
17:26
(Applause)
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（掌声）
17:43
Thank you very much.
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非常感谢
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