TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson: Versmoor skole kreatiwiteit?
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Sir Ken Robinson lewer ’n vermaaklike en uiters roerende betoog vir die skep van ’n opvoedkunde stelsel wat kreatiwiteit koester (eerder as om dit te ondermyn).
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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Goeie môre. Hoe gaan dit?
00:28
(Laughter)
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(Gelag)
00:29
It's been great, hasn't it?
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Dis fantasties sover, of hoe?
00:32
I've been blown away by the whole thing.
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Die hele ding het my stomgeslaan.
00:34
In fact, I'm leaving.
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Eintlik is ek op pad.
00:36
(Laughter)
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(Gelag)
00:42
There have been three themes
running through the conference
running through the conference
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Daar was drie temas sover,
deur die konferensie, wat relevant is
vir waaroor ek wil praat.
vir waaroor ek wil praat.
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Een is die ongelooflike bewyse
van menslike kreatiwiteit
van menslike kreatiwiteit
in al die aanbiedings
00:52
in all of the presentations that we've had
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00:54
and in all of the people here.
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en in al die mense hier.
00:56
Just the variety of it
and the range of it.
and the range of it.
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Net die blote verskeidenheid
en omvang daarvan.
en omvang daarvan.
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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Tweedens is ons op ’n plek
01:02
where we have no idea
what's going to happen,
what's going to happen,
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waar ons geen idee het
wat gaan gebeur nie,
wat gaan gebeur nie,
01:04
in terms of the future.
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ten opsigte van die toekoms.
01:06
No idea how this may play out.
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Geen idee hoe dinge dalk sal verloop nie.
01:09
I have an interest in education.
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Ek't ’n belang by opvoedkunde.
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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Eintlik het ons almal
’n belang by opvoedkunde.
’n belang by opvoedkunde.
01:15
Don't you?
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Het julle nie?
01:16
I find this very interesting.
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Dis baie interessant.
01:17
If you're at a dinner party,
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As jy by ’n ete is,
01:19
and you say you work in education --
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en jy sê jy werk in opvoedkunde --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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eintlik, om die waarheid te sê,
is jy nie gereeld by etes nie.
is jy nie gereeld by etes nie.
01:24
(Laughter)
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(Gelag)
01:28
If you work in education,
you're not asked.
you're not asked.
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As jy in opvoedkunde werk,
word jy nie genooi nie.
word jy nie genooi nie.
01:31
(Laughter)
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(Gelag)
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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En jy word nooit teruggenooi nie, snaaks genoeg.
Dis vir my vreemd.
Dis vir my vreemd.
01:38
But if you are, and you say to somebody,
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Maar as jy is, en jy sê vir iemand,
01:40
you know, they say, "What do you do?"
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hulle sê mos: "Wat doen jy vir ’n lewe?"
01:42
and you say you work in education,
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en jy sê jy werk in opvoedkunde,
01:44
you can see the blood run from their face.
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sien jy hoe hulle verbleek.
Hulle's soos: "Aggenee, hoekom ek?"
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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01:48
(Laughter)
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(Gelag)
01:50
"My one night out all week."
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"My een aand uit hierdie hele week."
01:51
(Laughter)
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(Gelag)
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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Maar as jy iemand vra oor hulle opvoeding,
druk hulle jou in ’n hoek vas.
druk hulle jou in ’n hoek vas.
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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Want dis een van daai dinge
wat mense na aan die hart lê, is ek reg?
wat mense na aan die hart lê, is ek reg?
Soos geloof, en geld en ander dinge.
02:01
Like religion, and money and other things.
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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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Ek't ’n groot belang by opvoedkunde
en ek dink ons almal het --
en ek dink ons almal het --
02:08
We have a huge vested interest in it,
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’n groot persoonlike belang --
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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deels omdat dit opvoeding is
wat ons in hierdie
onbegryplike toekoms moet in neem.
onbegryplike toekoms moet in neem.
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
children starting school this year
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Dink net,
kinders wat dié jaar skool begin
kinders wat dié jaar skool begin
02:19
will be retiring in 2065.
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tree af in 2065.
02:24
Nobody has a clue,
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Niemand het ’n idee --
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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ten spyte van al die kennis
wat die laaste vier dae hier vertoon is --
wat die laaste vier dae hier vertoon is --
02:29
what the world will look like
in five years' time.
in five years' time.
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hoe die wêreld gaan lyk
oor vyf jaar nie.
oor vyf jaar nie.
En tog moet ons
hulle daarvoor opvoed.
hulle daarvoor opvoed.
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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So die onvoorspelbaarheid
is ongelooflik.
is ongelooflik.
02:36
And the third part of this
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En die derde deel is dat
02:38
is that we've all agreed, nonetheless,
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ons almal nietemin saamgestem het
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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oor die werklik buitengewone kapasiteite
wat kinders het --
wat kinders het --
02:45
their capacities for innovation.
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hulle kapasiteite vir innovasie.
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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Sirena gisteraand was ongelooflik.
02:50
Just seeing what she could do.
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Net om te sien wat sy kan doen.
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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En sy's uitsonderlik, maar ek dink nie
02:57
exceptional in the whole of childhood.
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sy's uitsonderlik
in die geheel van kindwees nie.
in die geheel van kindwees nie.
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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Sy's ’n buitengewoon toegewyde persoon
wat ’n talent gevind het.
03:03
who found a talent.
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Ek voer aan dat alle kinders
geweldige talente het.
geweldige talente het.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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En ons vermors dit, nogal meedoënloos.
03:07
And we squander them, pretty ruthlessly.
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03:09
So I want to talk about education
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So ek wil praat oor opvoedkunde
03:12
and I want to talk about creativity.
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en ek wil praat oor kreatiwiteit.
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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Kreatiwiteit is nou net so belangrik
soos geletterheid in opvoeding
soos geletterheid in opvoeding
03:19
and we should treat it
with the same status.
with the same status.
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en ons moet dit dieselfde status toeken.
03:22
(Applause) Thank you.
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(Applous) Dankie.
03:24
(Applause)
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(Applous)
03:29
That was it, by the way.
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Dit was dit, terloops.
03:30
Thank you very much.
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Baie dankie.
03:31
(Laughter)
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(Gelag)
03:33
So, 15 minutes left.
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So, nog 15 minute.
03:35
(Laughter)
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(Gelag)
03:38
Well, I was born... no.
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Wel, ek is gebore... nee.
03:40
(Laughter)
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(Gelag)
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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Ek't onlangs ’n storie gehoor --
ek vertel dit graag --
ek vertel dit graag --
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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van ’n dogtertjie in ’n tekenklas.
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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Sy was ses, agter in die klas,
aan't teken,
aan't teken,
en die juffrou het gesê
dié kind het omtrent nooit aandag gegee nie,
dié kind het omtrent nooit aandag gegee nie,
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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maar in dié tekenklas het sy.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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Die juffrou was gefassineerd.
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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Sy't haar gaan vra:
"Wat teken jy?"
"Wat teken jy?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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Die kind sê toe:
"Ek teken ’n prentjie van God."
"Ek teken ’n prentjie van God."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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En die juffrou sê:
"Maar niemand weet hoe God lyk nie."
"Maar niemand weet hoe God lyk nie."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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En die dogtertjie sê toe:
"Hulle sal nou-nou."
"Hulle sal nou-nou."
04:09
(Laughter)
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(Gelag)
04:20
When my son was four in England --
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Toe my seun vier was in Engeland --
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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eintlik was hy eerlikwaar oral vier.
04:25
(Laughter)
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(Gelag)
Strenggesproke, waarookal hy gegaan het,
was hy vier daai jaar.
was hy vier daai jaar.
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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Hy was in die Kersspel.
Onthou julle die storie?
Onthou julle die storie?
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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04:33
(Laughter)
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(Gelag)
04:34
No, it was big, it was a big story.
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Dit was ’n grote.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Mel Gibson het die opvolg gedoen.
04:38
(Laughter)
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(Gelag)
04:40
"Nativity II."
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"Kersspel II."
04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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James was Josef;
ons was in ons noppies.
ons was in ons noppies.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Een van die hoofrolle!
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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Ons't agente met T-hemde gehad:
04:50
"James Robinson IS Joseph!" (Laughter)
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"James Robinson IS Josef!" (Gelag)
04:53
He didn't have to speak,
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Hy moes niks sê nie,
maar julle weet mos,
maar julle weet mos,
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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wanneer die drie wyse manne inkom?
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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Hulle bring geskenke:
goud, wierook [frankincense] en mirre.
goud, wierook [frankincense] en mirre.
04:59
This really happened.
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Dit het rêrig gebeur.
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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Ek dink hulle't net uit beurt uit gegaan,
want ons't die seuntjie later gevra:
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Was jy OK daarmee?" En hy't gesê:
"Ja. Was dit dan verkeerd?"
"Ja. Was dit dan verkeerd?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Hulle't net geruil.
05:09
They just switched.
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Die drie seuns kom in --
05:10
The three boys came in,
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vierjariges met vatdoeke om hulle koppe --
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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en hulle sit die bokse neer,
05:14
and they put these boxes down,
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en die eerste een sê:
"Ek bring vir U goud."
"Ek bring vir U goud."
05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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Die tweede een sê:
"Ek bring vir U mirre."
"Ek bring vir U mirre."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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05:20
And the third boy said, "Frank sent this."
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En die derde een sê:
"Frank sent this." (Gelag)
"Frank sent this." (Gelag)
05:22
(Laughter)
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(Gelag)
Dit alles om te sê:
kinders sal ’n kans vat.
kinders sal ’n kans vat.
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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05:37
If they don't know, they'll have a go.
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As hulle nie weet nie, sal hulle probeer.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Nie waar nie? Hulle's nie bang
om verkeerd te wees nie.
om verkeerd te wees nie.
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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Ek bedoel nie dat verkeerd wees
en kreatief wees dieselfde is nie.
en kreatief wees dieselfde is nie.
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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Maar as jy nie bereid is
om verkeerd te wees nie,
om verkeerd te wees nie,
05:52
you'll never come up
with anything original --
with anything original --
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sal jy nooit
iets oorspronklik uitdink nie --
iets oorspronklik uitdink nie --
05:54
if you're not prepared to be wrong.
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as jy nie bereid is
om verkeerd te wees nie.
om verkeerd te wees nie.
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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Teen die tyd wat hulle groot is,
het meeste kinders dié kapasiteit verloor.
het meeste kinders dié kapasiteit verloor.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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Hulle word bang om verkeerd te wees.
06:03
And we run our companies like this.
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En ons bestuur ons maatskappye so.
06:05
We stigmatize mistakes.
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Ons stigmatiseer foute.
06:07
And we're now running
national education systems
national education systems
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En nou bedryf ons
nasionale opvoedingstelsels
nasionale opvoedingstelsels
waar foute die ergste ding is
wat ’n mens kan maak.
wat ’n mens kan maak.
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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06:12
And the result is that
we are educating people
we are educating people
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En die gevolg is dat
ons mense uit
hulle kreatiewe kapasiteite uit opvoed.
hulle kreatiewe kapasiteite uit opvoed.
06:15
out of their creative capacities.
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Picasso het gesê dat alle kinders
gebore kunstenaars is.
gebore kunstenaars is.
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Die probleem is om een te bly
soos ons grootword.
soos ons grootword.
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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Ek glo vas:
Ons groei nie in kreatiwiteit in nie,
Ons groei nie in kreatiwiteit in nie,
06:29
we grow out of it.
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ons groei uit dit uit.
Of ons word uit dit uit opgevoed.
06:30
Or rather, we get educated out if it.
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06:33
So why is this?
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So hoekom is dit so?
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Ek't tot vyf jaar gelede
op Stratford-op-Avon gewoon.
op Stratford-op-Avon gewoon.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Ons't van Stratford na Los Angeles getrek.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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So julle kan julle indink
wat ’n seepgladde oorgang dit was.
wat ’n seepgladde oorgang dit was.
06:44
(Laughter)
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(Gelag)
Eintlik het ons in Snitterfield gewoon,
06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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net buite Stratford,
06:48
just outside Stratford,
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en dis waar Shakespeare se pa gebore is.
06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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06:52
Are you struck by a new thought? I was.
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Is julle getref deur ’n nuwe gedagte?
Ek is.
Ek is.
06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Mens dink nie aan Shakespeare
as iemand met ’n pa nie.
as iemand met ’n pa nie.
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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Want mens dink nie
aan Shakespeare as ’n kind nie.
aan Shakespeare as ’n kind nie.
07:01
Shakespeare being seven?
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Shakespeare op sewe?
07:02
I never thought of it.
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Nooit nie.
07:03
I mean, he was seven at some point.
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Hy was tog op ’n kol sewe.
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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In iemand se Engelse klas.
07:07
(Laughter)
149
403906
6787
(Gelag)
07:14
How annoying would that be?
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Hoe irriterend moet dit nie wees nie?
07:16
(Laughter)
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(Gelag)
07:23
"Must try harder."
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"Moet harder probeer."
07:24
(Laughter)
153
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3900
(Gelag)
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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424712
3464
Word bed toe gestuur deur sy pa,
"Klim in die bed, nou!
"Klim in die bed, nou!
07:32
And put the pencil down."
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"Een sit neer daai potlood."
07:34
(Laughter)
156
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1074
(Gelag)
07:35
"And stop speaking like that."
157
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1555
"En hou op om so te praat."
07:37
(Laughter)
158
433329
3891
(Gelag)
07:41
"It's confusing everybody."
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1324
"Dit verwar almal."
07:42
(Laughter)
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5123
(Gelag)
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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In elk geval, ons't getrek
van Statford na Los Angeles,
van Statford na Los Angeles,
07:53
and I just want to say a word
about the transition.
about the transition.
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en ek wil net iets sê oor die oorgang.
07:55
My son didn't want to come.
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My seun wou nie kom nie.
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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2976
Ek't twee kinders.
Hy's nou 21; my dogter is 16.
Hy's nou 21; my dogter is 16.
Hy wou nie Los Angeles toe kom nie.
08:00
He didn't want to come to Los Angeles.
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Hy was mal daaroor,
maar hy't ’n meisie in Engeland gehad.
maar hy't ’n meisie in Engeland gehad.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
166
458068
2956
08:05
This was the love of his life, Sarah.
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Die liefde van sy lewe, Sarah.
08:08
He'd known her for a month.
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Hy't haar al ’n maand geken.
08:10
(Laughter)
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1350
(Gelag)
08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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2256
Maar hulle't al vier herdenkings gevier,
08:13
because it's a long time when you're 16.
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2939
want dis ’n lang tyd op 16.
08:16
He was really upset on the plane,
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Hy was ontsteld op die vlug,
hy't gesê: "Ek sal nooit weer
’n meisie soos Sarah kry nie."
’n meisie soos Sarah kry nie."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
173
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08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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Ons was nogals opgemaak daaroor,
om die waarheid te sê --
om die waarheid te sê --
08:23
(Laughter)
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479349
2900
(Gelag)
08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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2881
Sy was die hoofrede hoekom ons landuit is.
08:34
(Laughter)
177
490300
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(Gelag)
Maar iets tref jou
wanneer jy Amerika toe trek
wanneer jy Amerika toe trek
08:40
But something strikes you
when you move to America
when you move to America
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en om die wêreld reis:
08:42
and travel around the world:
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1366
Elke opvoedingstelsel op aarde
het dieselfde hiërargie van vakke.
het dieselfde hiërargie van vakke.
08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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08:47
Every one. Doesn't matter where you go.
181
503537
1955
Elke een.
Jy sou dink dis anders, maar nee.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Heel bo is wiskunde en tale,
08:51
At the top are mathematics and languages,
183
507810
1966
dan die wysbegeerte,
en heel onder is die kunste.
en heel onder is die kunste.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
184
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2434
Orals op aarde.
08:56
Everywhere on Earth.
185
512258
1118
En in min of meer elke stelsel
is daar ook ’n hiërargie binne die kunste
is daar ook ’n hiërargie binne die kunste
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
186
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4095
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
187
517519
2857
Kuns en musiek kry gewoonlik
’n hoër status in skole
’n hoër status in skole
as drama en dans.
09:04
than drama and dance.
188
520400
1167
09:05
There isn't an education
system on the planet
system on the planet
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2256
Daar's geen opvoedingstelsel
09:07
that teaches dance everyday to children
190
523871
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wat dans elke dag vir kinders leer
soos ons vir hulle wiskunde leer nie.
Hoekom?
Hoekom?
09:09
the way we teach them mathematics. Why?
191
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2047
Hoekom nie? Ek dink dis nogal belangrik.
09:12
Why not? I think this is rather important.
192
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2701
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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531249
2303
Wiskunde is belangrik,
maar dans is ook.
maar dans is ook.
Kinders dans baie as hulle mag,
ons almal doen dit.
ons almal doen dit.
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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533576
2900
Ons het almal liggame, of hoe?
Het ek ’n vergadering misgeloop?
Het ek ’n vergadering misgeloop?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
195
536500
2476
09:23
(Laughter)
196
539000
3338
(Gelag)
Wat waarlik gebeur is,
soos kinders grootword,
soos kinders grootword,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
197
542510
2335
begin ons hulle geleidelik
van die middellyf af boontoe opvoed.
van die middellyf af boontoe opvoed.
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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2768
En dan fokus ons op hulle koppe.
09:31
And then we focus on their heads.
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1625
09:33
And slightly to one side.
200
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1490
En effens na een kant toe.
09:35
If you were to visit
education, as an alien,
education, as an alien,
201
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2657
As jy opvoeding sou besoek,
as ’n ruimtewese,
as ’n ruimtewese,
09:38
and say "What's it for, public education?"
202
554000
2976
en sê: "Waarvoor is openbare opvoeding?"
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
203
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2776
sou jy moes aflei
-- as jy kyk na die uitset,
-- as jy kyk na die uitset,
wie behaal sukses hierdeur,
09:43
who really succeeds by this,
204
559800
1376
wie doen alles wat hulle moet,
09:45
who does everything that they should,
205
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1776
09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
206
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2731
wie kry al die "brownie points",
wie is die wenners --
wie is die wenners --
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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565755
3339
sou jy moes aflei
dat die hele doel van openbare opvoeding
dat die hele doel van openbare opvoeding
regoor die wêreld
09:53
throughout the world
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569118
1097
is om universiteitsprofessors te lewer.
09:54
is to produce university professors.
209
570239
1953
09:56
Isn't it?
210
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1311
Of hoe?
09:57
They're the people who come out the top.
211
573551
1983
Hulle's die mense wat bo uitkom.
En ek was een, so vat so.
09:59
And I used to be one, so there.
212
575558
2179
10:01
(Laughter)
213
577761
2636
(Gelag)
10:04
And I like university
professors, but you know,
professors, but you know,
214
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3101
En ek hou van hulle,
maar julle weet,
maar julle weet,
10:07
we shouldn't hold them up
215
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1475
ons moet hulle nie as die hoogtepunt
10:09
as the high-water mark
of all human achievement.
of all human achievement.
216
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2931
van alle prestasie voorhou nie.
10:12
They're just a form of life,
217
588000
1976
Hulle's net ’n vorm van lewe,
10:14
another form of life.
218
590000
1560
nog ’n vorm van lewe.
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
219
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3298
Maar hulle's nogal vreemd,
en ek sê dit uit toegeneentheid.
en ek sê dit uit toegeneentheid.
Daar's iets vreemd omtrent hulle
in my ervaring --
in my ervaring --
10:18
There's something curious
about professors in my experience --
about professors in my experience --
220
594906
2970
nie almal nie, maar tipies,
lewe hulle in hul koppe.
lewe hulle in hul koppe.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
221
597900
2676
Hulle lewe daar bo,
en effens na een kant toe.
en effens na een kant toe.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
222
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2143
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
Hulle's ontliggaam, julle weet,
op ’n soortvan letterlike manier.
op ’n soortvan letterlike manier.
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
224
606893
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Hulle sien hul liggame
as ’n vervoermiddel vir hul koppe.
as ’n vervoermiddel vir hul koppe.
10:34
(Laughter)
225
610010
6166
(Gelag)
10:40
Don't they?
226
616200
1016
Of hoe?
10:41
It's a way of getting
their head to meetings.
their head to meetings.
227
617240
2222
Dis ’n manier om hulle koppe
by vergaderings te kry.
by vergaderings te kry.
10:43
(Laughter)
228
619486
5512
(Gelag)
As julle ware bewys soek
van buiteliggaamlike ervarings,
van buiteliggaamlike ervarings,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
229
625022
3830
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
besoek ’n residensiële konferensie
van senior akademici,
van senior akademici,
10:56
and pop into the discotheque
on the final night.
on the final night.
231
632386
2243
en maak ’n draai by die sokkie
op die laaste aand.
op die laaste aand.
10:58
(Laughter)
232
634653
2801
(Gelag)
En daar sal julle dit sien.
11:01
And there, you will see it.
233
637478
1356
11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
234
638858
4118
Volwasse mans en vroue
wat ritmeloos wriemel.
wat ritmeloos wriemel.
11:07
(Laughter)
235
643000
2867
(Gelag)
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.
236
645891
3325
In afwagting van die einde
om tuis ’n artikel daaroor te gaan skryf.
om tuis ’n artikel daaroor te gaan skryf.
11:13
(Laughter)
237
649240
1904
(Gelag)
Ons opvoedingstelsel berus op die idee
van akademiese vaardigheid.
van akademiese vaardigheid.
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
238
651168
3843
11:19
And there's a reason.
239
655035
1241
En daar's ’n rede daarvoor.
11:20
Around the world, there were
no public systems of education,
no public systems of education,
240
656300
3556
Regoor die wêreld was daar
geen openbare opvoedingstelsels
geen openbare opvoedingstelsels
11:23
really, before the 19th century.
241
659880
2106
voor die 19de eeu nie.
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
242
662010
2957
Hulle't almal tot wording gekom om
in die behoeftes van industrialisme te voorsien.
in die behoeftes van industrialisme te voorsien.
11:29
So the hierarchy is rooted on two ideas.
243
665269
2163
Die hierargie is gewortel in twee idees.
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
244
667456
4597
Een, dat die mees nuttige vakke
vir werk heel bo is.
vir werk heel bo is.
11:36
So you were
probably steered benignly away
probably steered benignly away
245
672077
2031
So op skool is jy waarskynlik
goedgunstiglik van
goedgunstiglik van
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
246
674132
2934
goed waarvan jy gehou het weggestuur,
op grond daarvan dat jy nooit
’n werk daardeur sou kry nie. Nè?
’n werk daardeur sou kry nie. Nè?
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?
247
677090
3386
Nie musiek nie,
jy sal nie ’n musikant word nie;
jy sal nie ’n musikant word nie;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
248
680500
2381
nie kuns nie,
jy sal nie ’n kunstenaar word nie.
jy sal nie ’n kunstenaar word nie.
11:46
don't do art, you won't be an artist.
249
682905
1801
Goedgunstige advies --
nou, uiters verkeerd.
nou, uiters verkeerd.
11:48
Benign advice -- now, profoundly mistaken.
250
684730
3420
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
688174
2145
Die hele wêreld is verswelg
in ’n rewolusie.
in ’n rewolusie.
11:54
And the second is academic ability,
252
690343
2097
En die tweede is akademiese vaardigheid,
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
253
692464
2885
wat ons idee
van intelligensie oorskadu,
van intelligensie oorskadu,
omdat die universiteite die stelsel
na hul eie beeld ontwerp het.
na hul eie beeld ontwerp het.
11:59
because the universities designed
the system in their image.
the system in their image.
254
695373
2903
Die hele stelsel regoor die wêreld
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
255
698300
3494
is ’n uitgerekte proses
van universiteitstoelating.
van universiteitstoelating.
12:05
is a protracted process
of university entrance.
of university entrance.
256
701818
2226
En die gevolg is dat
baie uiters talentvolle,
baie uiters talentvolle,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
704068
2333
briljante, kreatiewe mense
dink dat hulle nie is nie,
dink dat hulle nie is nie,
12:10
brilliant, creative
people think they're not,
people think they're not,
258
706425
2435
12:12
because the thing
they were good at at school
they were good at at school
259
708884
2138
omdat dit waarin
hulle goed was op skool
hulle goed was op skool
nie waardeer is nie,
of selfs gestigmatiseer is.
of selfs gestigmatiseer is.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
260
711046
2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
261
713383
2296
En ons kan bekostig
om so voort te gaan nie.
om so voort te gaan nie.
In die volgende 30 jaar, volgens UNESCO,
12:19
In the next 30 years, according to UNESCO,
262
715703
2464
gaan meer mense wêreldwyd
deur opvoeding gradueer
deur opvoeding gradueer
12:22
more people worldwide will be graduating
263
718191
2810
12:25
through education
than since the beginning of history.
than since the beginning of history.
264
721025
2546
as sedert die begin van geskiedenis.
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 --
265
723595
3681
En dis die kombinasie
van al ons temas --
van al ons temas --
tegnologie en hoe dit
werk getransformeer het,
werk getransformeer het,
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
266
727300
3048
en demografie
en die massiewe bevolkingsontploffing.
en die massiewe bevolkingsontploffing.
12:34
and the huge explosion in population.
267
730372
1804
12:36
Suddenly, degrees aren't worth anything.
268
732200
2865
Skielik is grade niks werd nie.
12:39
Isn't that true?
269
735089
1380
Nie waar nie?
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.
270
736723
2753
Toe ek ’n student was,
het jy met ’n graad ’n werk gehad.
het jy met ’n graad ’n werk gehad.
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.
271
739500
2776
As jy nie ’n werk gehad het nie,
wou jy nie een hê nie.
wou jy nie een hê nie.
12:46
And I didn't want one, frankly. (Laughter)
272
742300
2676
En ek wou nie een hê nie,
om die waarheid te sê. (Gelag)
om die waarheid te sê. (Gelag)
12:49
But now kids with degrees
273
745000
4074
Maar deesdae is kinders met grade
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
749098
3045
gereeld oppad huis toe om verder
te gaan TV speletjies speel,
te gaan TV speletjies speel,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
752167
3198
omdat jy ’n MA nodig het
waar ’n BA voorheen voldoende was,
waar ’n BA voorheen voldoende was,
en ’n PhD vir die volgende een.
12:59
and now you need a PhD for the other.
276
755389
1787
Dis ’n proses van akademiese inflasie.
13:01
It's a process of academic inflation.
277
757200
1776
13:03
And it indicates the whole
structure of education
structure of education
278
759000
2376
Die hele struktuur van opvoeding
is besig om onder ons te skuif.
13:05
is shifting beneath our feet.
279
761400
1433
Ons moet ons siening
van intelligensie hersien.
van intelligensie hersien.
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
762857
2620
Ons weet drie dinge.
13:09
We know three things about intelligence.
281
765501
1995
Een, dis divers.
13:11
One, it's diverse.
282
767520
1227
Ons dink oor die wêreld op al die maniere
wat ons dit ervaar.
wat ons dit ervaar.
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
Ons dink visueel, ons dink in klank,
ons dink kineties.
ons dink kineties.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
771800
2976
Ons dink in abstrakte terme,
ons dink in beweging.
ons dink in beweging.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
774800
2301
Tweedens, intelligensie is dinamies.
13:21
Secondly, intelligence is dynamic.
286
777246
1754
13:23
If you look at the interactions
of a human brain,
of a human brain,
287
779587
2389
Kyk na die interaksies
van ’n menslike brein:
van ’n menslike brein:
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
288
782000
2976
soos ons gister tydens
heelwat aanbiedings gehoor het,
heelwat aanbiedings gehoor het,
13:29
intelligence is wonderfully interactive.
289
785000
1976
is intelligensie wonderlik interaktief.
13:31
The brain isn't divided into compartments.
290
787000
2238
Die brein is nie opgedeel
in kompartemente nie.
in kompartemente nie.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
789873
3103
Inderwaarheid, is kreatiwiteit --
wat ek definieer as die proses
van oorspronklike idees met waarde hê --
van oorspronklike idees met waarde hê --
13:37
of having original ideas
that have value --
that have value --
292
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2325
13:39
more often than not comes about
through the interaction
through the interaction
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gewoonlik iets wat gebeur
deur die interaksie
deur die interaksie
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
294
798025
3000
van verskillende maniere van dinge sien.
Daar's ’n senuweebundel wat
die twee helftes van die brein verbind:
die twee helftes van die brein verbind:
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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802310
3666
13:50
called the corpus callosum.
296
806000
1491
die corpus callosum.
Dis dikker by vroue.
13:51
It's thicker in women.
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1266
13:53
Following off from Helen yesterday,
298
809088
1741
Om aan te sluit by Helen gister:
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
Dis waarskynlik hoekom vroue
beter is met "multi-tasking".
beter is met "multi-tasking".
13:58
Because you are, aren't you?
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814000
1817
Want julle is mos, nè?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
301
815841
3207
Daar's baie navorsing,
maar ek ervaar dit persoonlik.
maar ek ervaar dit persoonlik.
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
302
819738
5238
As my vrou tuis iets kook --
nie gereeld nie, dankie tog.
nie gereeld nie, dankie tog.
14:09
(Laughter)
303
825000
2854
(Gelag)
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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827878
2498
Nee, sy's goed met sommige dinge --
maar as sy kook,
maar as sy kook,
14:14
she's dealing with people on the phone,
305
830400
1876
hanteer sy foonoproepe,
praat sy met die kinders,
verf sy die plafon.
verf sy die plafon.
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
832300
2556
14:18
she's doing open-heart surgery over here.
307
834880
3096
Sy doen ’n oophart-operasie hier.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
838000
2976
As ek kook, is die deur toe,
die kinders is uit,
die kinders is uit,
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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841000
2976
die foon is op die mik,
as sy inkom raak ek geïrriteerd.
as sy inkom raak ek geïrriteerd.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
310
844000
3071
Ek sê: "Terry, asseblief,
ek probeer ’n eier bak hier."
ek probeer ’n eier bak hier."
14:31
(Laughter)
311
847095
6730
(Gelag)
14:38
"Give me a break."
312
854254
1200
"Gee my tog ’n kans."
14:39
(Laughter)
313
855478
1720
(Gelag)
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
314
857222
2499
Ken julle daai ou filosofiese ding,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
315
859745
3253
as ’n boom in die bos val
en niemand hoor dit nie, het dit gebeur?
en niemand hoor dit nie, het dit gebeur?
14:47
Remember that old chestnut?
316
863252
1329
Onthou julle daai ou sê-ding?
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
Ek't onlangs ’n goeie T-hemp gesien:
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
318
867038
3938
"As ’n man homself uitspreek in ’n bos,
en geen vrou hoor hom nie,
en geen vrou hoor hom nie,
14:55
is he still wrong?"
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871000
1396
is hy steeds verkeerd?"
14:56
(Laughter)
320
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5606
(Gelag)
15:03
And the third thing about intelligence is,
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879976
2000
En die derde ding omtrent intelligensie is,
15:06
it's distinct.
322
882000
1369
dis spesifiek.
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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883754
2573
Ek skryf tans aan ’n nuwe boek
-- "Epiphany" --
-- "Epiphany" --
15:10
which is based on a series
of interviews with people
of interviews with people
324
886351
2474
gebaseer op ’n reeks onderhoude met mense
oor hoe hulle hul talent ontdek het.
15:12
about how they discovered their talent.
325
888849
1920
Dis fassinerend hoe mense
daar uitgekom het.
daar uitgekom het.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
326
890793
2169
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
327
892986
3190
Dis aangespoor deur ’n gesprek
met ’n wonderlike vrou
met ’n wonderlike vrou
wat baie mense nie ken nie,
Gillian Lynne.
Gillian Lynne.
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
328
896200
2676
Al gehoor? Sommige het.
15:22
Have you heard of her? Some have.
329
898900
1630
Sy's ’n choreograaf;
almal ken haar werk.
almal ken haar werk.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
330
900554
2522
Sy't "Cats" en
"Phantom of the Opera" gedoen.
"Phantom of the Opera" gedoen.
15:27
She did "Cats" and "Phantom of the Opera."
331
903100
2001
Sy's wonderlik.
15:29
She's wonderful.
332
905125
978
Ek was van te vore raadslid
van die Koninklike Ballet,
van die Koninklike Ballet,
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
333
906127
2146
15:32
as you can see.
334
908297
1201
soos julle kan sien.
15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
335
909522
2400
Ek't haar eendag gevra:
15:36
"How did you get to be a dancer?"
336
912047
1800
"Gillian, hoe't jy ’n danser geword?"
15:37
It was interesting.
337
913976
1000
Dit was interessant.
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
338
915000
2350
Toe sy op skool was,
was sy rêrig hopeloos.
was sy rêrig hopeloos.
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
339
917374
3602
En die skool, in die 30's,
skryf toe vir haar ouers:
skryf toe vir haar ouers:
"Ons dink Gillian het ’n leerprobleem."
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
340
921000
2000
Sy kon nie konsentreer nie,
sy't gevroetel.
sy't gevroetel.
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
341
923024
2142
Ek dink deesdae sou hulle sê sy't AGHS.
Sou julle nie ook nie?
Sou julle nie ook nie?
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
342
925190
3290
15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
343
928504
4059
Maar dit was die 1930's,
en aandagafleibaarheid was nog nie uitgedink nie.
en aandagafleibaarheid was nog nie uitgedink nie.
15:56
It wasn't an available condition.
344
932587
2389
Dit was nie ’n beskikbare kwaal nie.
15:59
(Laughter)
345
935000
2737
(Gelag)
16:01
People weren't aware they could have that.
346
937761
2060
Mense was nie bewus
hulle kon daaraan ly nie.
hulle kon daaraan ly nie.
16:03
(Laughter)
347
939845
2134
(Gelag)
16:06
Anyway, she went to see this specialist.
348
942003
4278
In elk geval,
sy gaan sien toe ’n spesialis.
sy gaan sien toe ’n spesialis.
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
349
946305
3722
So sy's in ’n eikepaneel kamer met haar ma
en sy't op ’n stoel se punt gaan sit,
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
350
950051
2477
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
351
952552
3639
op haar hande vir 20 minute,
terwyl die man met haar ma praat
terwyl die man met haar ma praat
oor al die probleme
wat Gillian by die skool het.
wat Gillian by die skool het.
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
352
956215
2328
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
353
958567
3677
Want sy't ander ontwrig;
huiswerk altyd laat; ens. --
huiswerk altyd laat; ens. --
kleine kind van agt.
16:26
little kid of eight.
354
962268
1096
Op die ou end, gaan sit die dokter
langs Gillian en sê:
langs Gillian en sê:
16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
355
963388
3055
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
356
966467
2705
"Gillian, ek't nou geluister
na alles wat jou ma my vertel het,
na alles wat jou ma my vertel het,
16:33
I need to speak to her privately.
357
969196
1619
nou moet ek privaat met haar gesels.
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
358
970839
2376
"Wag hier, ons is nou-nou terug."
16:37
and they went and left her.
359
973239
2325
En hulle't haar daar gelos.
16:39
But as they went out of the room,
360
975588
1636
Maar soos hulle uitgegaan het,
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
361
977248
2500
het hy die radio op sy lessenaar aangesit.
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
362
980342
3430
En toe hulle uit is, sê hy vir haar ma:
"Hou haar net dop."
"Hou haar net dop."
16:48
And the minute they left the room,
363
984000
2991
En die oomblik toe hulle uit is,
16:51
she was on her feet, moving to the music.
364
987015
2484
was sy op haar voete,
bewegend op die maat van die musiek.
bewegend op die maat van die musiek.
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
Hulle't vir ’n paar minute gekyk
en toe sê hy vir haar ma:
en toe sê hy vir haar ma:
"Mev. Lynne, Gillian is nie siek nie;
sy's ’n danser.
sy's ’n danser.
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
366
993000
3976
17:01
Take her to a dance school."
367
997000
1976
"Neem haar na ’n dansskool toe."
17:03
I said, "What happened?"
368
999000
1976
Ek vra: "En toe?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
369
1001000
2976
"Sy het. Ek kan nie vir jou sê
hoe wonderlik dit was nie.
hoe wonderlik dit was nie.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
370
1004000
2753
"Ons't in ’n kamer ingeloop
en dit was vol mense soos ek.
en dit was vol mense soos ek.
17:10
People who couldn't sit still.
371
1006777
2199
"Mense wat nie kon stilsit nie.
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
372
1009000
4587
"Mense wat moes beweeg om te dink."
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
373
1013746
3630
Hulle't ballet gedoen, en tap, jazz
en moderne en kontemporêre dans.
en moderne en kontemporêre dans.
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
374
1017400
2820
Sy't vir die Koninklike Ballet
oudisie gedoen;
oudisie gedoen;
’n solois geword;
’n wonderlike loopbaan daar gehad.
’n wonderlike loopbaan daar gehad.
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
375
1020244
3299
Sy't gegradueer
van die Koninklike Balletskool,
van die Koninklike Balletskool,
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
376
1023567
2608
die Gillian Lynne Dance Company gestig,
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
en Andrew Lloyd Weber ontmoet.
17:32
met Andrew Lloyd Webber.
378
1028200
1243
Sy's verantwoordelik
17:33
She's been responsible for
379
1029568
1409
vir van die suksesvolste
musikale teater produksies ooit,
musikale teater produksies ooit,
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
380
1031001
3146
sy't al aan miljoene plesier gegee,
en sy's ’n multi-millionêr.
en sy's ’n multi-millionêr.
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
381
1034172
3072
Iemand anders het haar dalk
op medikasie gesit en gesê om te kalmeer.
op medikasie gesit en gesê om te kalmeer.
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
382
1037269
4070
17:45
(Applause)
383
1041364
6782
(Applous)
17:52
What I think it comes to is this:
384
1048575
1601
Waarop dit neerkom is dit:
Al Gore het die ander aand gepraat
17:54
Al Gore spoke the other night
385
1050200
1776
oor ekologie en die rewolusie
wat ontketen is deur Rachel Carson.
wat ontketen is deur Rachel Carson.
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
386
1052000
4269
18:01
I believe our only hope for the future
387
1057111
2166
Ek glo ons enigste hoop vir die toekoms
18:03
is to adopt a new conception
of human ecology,
of human ecology,
388
1059301
3833
is om ’n nuwe idee van menslike ekologie
aan te neem,
aan te neem,
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
389
1063158
2818
een waarin ons begin om ons konsep
van menslike kapasiteit
se rykdom te hersien.
se rykdom te hersien.
18:10
of the richness of human capacity.
390
1066000
1976
18:12
Our education system has mined our minds
391
1068000
3499
Ons opvoedingstelsel het ons breine gemyn
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
392
1071523
3276
soos ons die aarde stroopmyn:
vir ’n spesifieke kommoditeit.
vir ’n spesifieke kommoditeit.
18:19
And for the future, it won't serve us.
393
1075188
2484
En vir die toekoms,
sal dit ons nie dien nie.
sal dit ons nie dien nie.
18:21
We have to rethink
the fundamental principles
the fundamental principles
394
1077696
2280
Ons moet die fundamentele beginsels
18:24
on which we're educating our children.
395
1080000
1968
waarmee ons ons kinders opvoed,
heroorweeg.
heroorweeg.
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
1082087
2674
Jonas Salk het gesê:
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
1084785
5039
"As al die insekte
van die aarde af sou verdwyn,
van die aarde af sou verdwyn,
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
sou alle lewe op aarde
binne 50 jaar uitsterf.
binne 50 jaar uitsterf.
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
399
1093688
3072
"As al die mense
van die aarde af sou verdwyn,
van die aarde af sou verdwyn,
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
1096784
2634
sou alle vorms van lewe
binne 50 jaar floreer."
binne 50 jaar floreer."
18:44
And he's right.
401
1100244
1285
En hy's reg.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
402
1102291
3634
Wat TED vier is die skat
van die menselike verbeeldingsin.
van die menselike verbeeldingsin.
18:50
We have to be careful now
403
1106417
2071
Ons moet nou versigtig wees
18:52
that we use this gift wisely
404
1108512
2255
dat ons dit met wysheid gebruik
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
405
1110791
3229
en dat ons van die senarios vermy
waaroor ons gepraat het.
waaroor ons gepraat het.
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
406
1114044
3932
En die enigste manier
is om ons kreatiewe kapasiteite te sien
is om ons kreatiewe kapasiteite te sien
19:02
for the richness they are
407
1118000
1610
vir die rykdom wat hulle is
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
1119634
3182
en ons kinders te sien
vir die hoop wat hulle is.
vir die hoop wat hulle is.
19:06
And our task is to educate
their whole being,
their whole being,
409
1122840
2398
Ons opdrag is om
hulle hele wese op te voed,
hulle hele wese op te voed,
om hierdie toekoms te kan trotseer.
19:09
so they can face this future.
410
1125262
1484
19:10
By the way -- we may not see this future,
411
1126770
2206
Ons sien dalk nie
hierdie toekoms nie,
hierdie toekoms nie,
19:13
but they will.
412
1129000
1430
maar hulle sal.
19:14
And our job is to help them
make something of it.
make something of it.
413
1130454
3079
En ons plig is om hulle te help
om iets daarvan te maak.
om iets daarvan te maak.
19:17
Thank you very much.
414
1133557
1000
Baie dankie.
19:18
(Applause)
415
1134581
3000
(Applous)
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