TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson diu que les escoles maten la creativitat
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64,284,825 views
Sir Ken Robinson dóna una entretinguda però profunda xerrada en favor de la creació d'un sistema educatiu que es nodreixi (en lloc de desaprofitar) la creativitat.
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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Bon dia. Com esteu? Està sent genial, no?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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He quedat impressionat per tot això.
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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De fet, crec que me'n vaig. (Riures)
00:36
(Laughter)
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Hi ha hagut tres temes principals,
00:42
There have been three themes
running through the conference
running through the conference
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dels que s'ha parlat en les conferències, els quals em semblen rellevants
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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pel que he vingut a explicar.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Un és la extraordinària evidència de la creativitat humana
00:52
in all of the presentations that we've had
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en totes les presentacions que hem tingut
00:54
and in all of the people here.
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i en tota la gent de per aquí. Ha quedat patent la varietat de la creativitat
00:56
Just the variety of it
and the range of it.
and the range of it.
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i l'abast que pot tenir. El segon és
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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que això ens posa en un lloc on no tenim ni idea del que pot passar,
01:02
where we have no idea
what's going to happen,
what's going to happen,
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01:04
in terms of the future.
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pel que fa al futur, Ni idea
01:06
No idea how this may play out.
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de quin paper tindrà.
01:09
I have an interest in education.
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Jo estic interessat en l'educació
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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realment, trobo que tothom té interés en l'educació.
No? Ho trobo molt interessant.
01:15
Don't you?
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01:16
I find this very interesting.
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Si estàs en un sopar de celebració, i dius
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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que treballes en educació
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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de fet, no acostumes estar en celebracions, francament, si et dediques a l'educació.
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
you're not asked.
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(Riures) Ningú t'ho pregunta.
01:31
(Laughter)
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I ningú mai no et respon preguntant-te, curiosament. És una mica estrany per a mi.
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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Però si ho ets, i li dius a algú,
sabeu, solen dir, "A què et dediques?"
01:40
you know, they say, "What do you do?"
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i tu dius que et dediques a l'educació,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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i pots veure com la sang se'ls hi envà de la cara. Es queden com,
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"Déu meu," sabeu, "Perquè jo? Si només surto una nit a la setmana." (Riures)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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Però si els hi preguntes sobre la seva educació,
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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llavors no paren de parlar-te'n. Per que és una d'aquelles coses
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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que arriba fons en les persones, no creieu?
Com la religió, els diners i altres coses.
02:01
Like religion, and money and other things.
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Tinc un gran interés en l'educació, i penso que tots el tenim.
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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Tenim un enorme interés vital en ella,
02:08
We have a huge vested interest in it,
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en part per que és l'educació qui ens
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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porta a un futur que no podem imaginar.
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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Si ho penseu, els nens que comencen l'escola aquest any
es retiraran l'any 2065. Ningú té ni idea
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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a pesar de tots els experts que han passat per aquí els últims quatre dies
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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de com serà el món
02:29
what the world will look like
in five years' time.
in five years' time.
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ni tan sols d'aquí a cinc anys. I, tot i així, suposadament
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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hem d'estar preparant els nens per aquest món. La impredibilitat, penso,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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és extraordinària.
02:36
And the third part of this
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I el tercer tema és que
02:38
is that we've all agreed, nonetheless,
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tots ens hem posat d'acord, a pesar de tot, en dir que
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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les extraordinàries capacitats que els nens tenen
02:45
their capacities for innovation.
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les seves capacitats per la inovació. Em refereixo a... la Sirena, ahir a la nit, va ser meravellós,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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no creieu? Només veure el que podia fer.
02:50
Just seeing what she could do.
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Va estar excepcional, però penso que ella no és, per dir-ho així
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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02:57
exceptional in the whole of childhood.
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excepcional dins el col·lectiu infantil.
El que és és una persona amb un extraordinària dedicació
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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que ha trobat un talent. I la meva idea és que,
03:03
who found a talent.
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tots els nens tenen talents increïbles.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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I que nosaltres els malgastem, de mala manera.
03:07
And we squander them, pretty ruthlessly.
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Així doncs, vull parlar sobre educació i
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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vull parlar sobre creativitat. El meu punt de vista és que
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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la creativitat és ara tan important en l'educació com llegir o escriure,
i li hauríem de donar un tracte semblant.
03:19
and we should treat it
with the same status.
with the same status.
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(Aplaudiments) Gràcies. Això és tot, per cert.
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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Moltes gràcies. (Riures) així, em sobren 15 minuts.
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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Bé, Jo vaig neixer... no. (Riures)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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Vaig escoltar una història fantàstica fa poc -m'encanten les històries-
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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d'una nena que estava en una classe de dibuix. Tenia sis anys,
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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estava asseguda al final de la classe, dibuixant,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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i la professora deia que la nena quasi mai
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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prestava atenció, i que, a la classe de dibuix sí que en prestava
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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La professora estava fascinada i va anar a veure-la al seu lloc
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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i li va preguntar: "Què dibuixes?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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I la nena va respondre: "Estic dibuixant un retrat de Déu."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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I la professora va dir: "Però si ningú sap com és Déu."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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I la nena li va contestar: "Ho sabran en un minut."
04:09
(Laughter)
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(Riures)
Quan el meu fill tenia quatre anys, a Anglaterra -
04:20
When my son was four in England --
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de fet ell tenia quatre anys a tot arreu, sent sincer. (Riures)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Si som estrictes, allà on anés, tenia quatre anys.
04:25
(Laughter)
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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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Ell estava a la representació del Naixement.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Recordeu la història? No, va ser gran.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Va ser una gran història. El Mel Gibson en va fer tota la sèrie.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Potser heu vist: "Cavalcada II." Però el James feia el paper del Joseph,
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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cosa que ens emocionava molt.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Consideravem que era un dels papers més importants.
Vam omplir l'auditori de samarretes que posaven:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"James Robinson ÉS Joseph!" (Riures)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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No feia falta que parlés, però sabeu el moment
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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en que venen els tres reis d'orient. Que porten regals,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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porten or, encens i mirra.
04:59
This really happened.
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Això va passar de veritat. Estàvem allà asseguts
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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i jo vaig pensar que s'havien equivocat,
però vam parlar amb ell al final i li vam dir:
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Tot ha sortit bé?" I ell va contestar: "Sí, perquè, ho he fet malament?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Ho havien canviat, això era tot.
05:09
They just switched.
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Fos com fos, els tres nens van entrar,
05:10
The three boys came in,
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nens de quatre anys amb tovalloles al cap,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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i van deixar les caixes a terra,
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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i el primer noi va dir: "Jo et porto or."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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el segon va dir: "Jo et porto mirra."
05:20
And the third boy said, "Frank sent this."
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i el tercer va dir: "En Cens t'envia això." (Riures)
05:22
(Laughter)
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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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El que tenen en comú aquests exemples és que els nens van tenir el control.
Si no ho saben, s'ho inventen.
05:37
If they don't know, they'll have a go.
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No és cert? No tenen por d'equivocar-se.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Amb això no vull dir que equivocar-se sigui el mateix que ser creatiu.
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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El que sabem és que,
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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si no estàs preparat per equivocar-te,
05:52
you'll never come up
with anything original --
with anything original --
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mai trobaràs res original.
05:54
if you're not prepared to be wrong.
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Si no estàs preparat per equivocar-te. I, quan es fan grans,
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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la majoria de nens han perdut aquesta capacitat.
Tenen por d'estar equivocats.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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I nosaltres dirigim les nostres empreses així, per cert.
06:03
And we run our companies like this.
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Estigmatizem els errors. També, ara, tractem així
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
national education systems
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el sistema d'educació nacional, on
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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els errors son el pitjor que un pot fer.
06:12
And the result is that
we are educating people
we are educating people
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I el resultat és que estem educant a la gent en detriment
06:15
out of their creative capacities.
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de les seves capacitats creatives. Picasso va dir un cop
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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que tots els nens neixen artistes.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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El problema és concervar-se artista quan creixem. Crec profundament
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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que no creixem creativament,
perdem creativitat mentres creixem. Més aviat, l'educació ens en separa
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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Perquè passa això?
06:33
So why is this?
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Jo vaig viure a Stratford-on-Avon fins fa cinc anys.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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De fet, ens vem traslladar de Stratford a Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Així que ja us podeu imaginar quin canvi va suposar això.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Riures) De fet,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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vivíem en un lloc que es deia Snitterfield,
sortint de Stratford, que és on
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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el pare de Shakespeare va néixer. Us ha sorprés un pensament? A mi sí que em va passar.
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Havíeu pensat mai que Shakespeare tingués pare?
No oi? Perquè tampoc imagineu a
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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Shakespeare quan era nen, oi?
07:01
Shakespeare being seven?
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El Shakespeare quan tenia set anys? Jo mai havia pensat en això. Vull dir, ell
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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va tenir set anys en algún moment. Ell va anar a
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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la classe d'anglès d'algú, no? Havia de ser una situació estranya, no?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Riures) "T'has d'esforçar més". Que el seu pare l'enviés al llit, sabeu,
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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al Shakespeare, "Ves a dormir, ara,"
al William Shakespeare, "i deixa estar el llapís d'un cop.
07:32
And put the pencil down."
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I deixa de parlar així. Confons a tothom."
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(Riures)
07:42
(Laughter)
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Com deia, ens vam mudar de Startford a Los Angeles,
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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i només vull dir una cosa sobre la transició, de fet.
07:53
and I just want to say a word
about the transition.
about the transition.
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El meu fill no volia venir.
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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Tinc dos fills. Ell té 21 anys i la meva filla en té 16.
08:00
He didn't want to come to Los Angeles.
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Ell no volia venir a Los Angeles. Li agradava la idea,
pero tenia una nòvia a Anglaterra. Era l'amor de la seva vida, la Sarah.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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La coneixia des de feia un mes.
08:08
He'd known her for a month.
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Mira, ara haurien celebrat el seu quart aniversari,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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2256
per que això és molt temps quan tens 16 anys
08:13
because it's a long time when you're 16.
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Sigui com sigui, estava molt enfadat a l'avió,
08:16
He was really upset on the plane,
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i deia: "Mai trobaré una altra noia com la Sarah."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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I nosaltres estavem contents de sentir això, francament,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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per que ella era la principal raó per la qual marxàvem del país.
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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(Riures)
08:34
(Laughter)
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Però hi ha una cosa que et xoca quan et mudes a Amèrica
i quan viatges pel món:
08:40
But something strikes you
when you move to America
when you move to America
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cada sistema educatiu al món the la mateixa jerarquia de assignatures.
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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Tots. No importa on vagis.
08:47
Every one. Doesn't matter where you go.
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1955
Penses que seran diferents, però no és així.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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2270
A dalt hi ha sempre les matemàtiques i les llengues
08:51
At the top are mathematics and languages,
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1966
després venen les humanitats, i al final les arts.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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A qualsevol lloc del món.
08:56
Everywhere on Earth.
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I també a quasi tots els sistemes educatius,
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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existeix una jerarquia dins de les arts.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Les arts plàstiques i la música tenen, generalment, una importancia major
que el teatre i la dansa. No hi ha cap sistema educatiu al planeta
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
system on the planet
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que ensenyi dansa cada dia als nens
09:07
that teaches dance everyday to children
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de la mateixa manera que s'ensenyen matemàtiques. Perquè?
09:09
the way we teach them mathematics. Why?
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Perquè no? Penso que és una pregunta important.
09:12
Why not? I think this is rather important.
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Les matemàtiques són molt importants, però la dansa també.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Els nens ballen tota l'estona si se'ls deixa, tots ho fem.
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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Tots tenim cossos, no? Em deixo alguna cosa?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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09:23
(Laughter)
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(Riures) Veritablement, el que passa és que
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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quan els nens es fan grans, comencem a educar-los
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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progressivament de cintura cap amunt. I ens acabem centrant en els seus caps.
09:31
And then we focus on their heads.
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I principalment en un costat.
09:33
And slightly to one side.
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Si anessis a visitar el sistema educatiu com un extraterrestre
09:35
If you were to visit
education, as an alien,
education, as an alien,
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2657
09:38
and say "What's it for, public education?"
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i preguntessis "Perquè serveix, l'educació pública?"
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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La conclusió seria -miran't-ne els resultats,
que qui realment té èxit segons el sistema,
09:43
who really succeeds by this,
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1376
és qui fa tot el que se suposa que s'ha de fer,
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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qui s'emporta tots els punts positius, els guanyadors-
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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3339
Penso que hauríem de concloure que el propòsit de l'educació pública
arreu del món
09:53
throughout the world
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és produir professors universitaris. No?
09:54
is to produce university professors.
209
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1953
09:56
Isn't it?
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1311
09:57
They're the people who come out the top.
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1983
Són la gent que surt a dalt de tot.
09:59
And I used to be one, so there.
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I jo solia estar allà, allà. (Riures)
10:01
(Laughter)
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I m'agraden els professors d'universitat, però sabeu,
10:04
And I like university
professors, but you know,
professors, but you know,
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3101
10:07
we shouldn't hold them up
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1475
no hauríem de tenir-los tant ben considerats, com un exemple de superació humana.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
216
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2931
10:12
They're just a form of life,
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1976
Són només una altra opció de vida,
10:14
another form of life.
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una altra opció de vida. Però són curiosos,
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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3298
I dic això amb tot l'afecte cap a ells.
Hi ha una cosa molt curiosa sobre els professors universitaris per la meva experiència -
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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no tots, però normalment- viuen dins els seus caps.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
Viuen allà dalt, i lleugerament en un costat.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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2143
No tenen cos, sabeu? quasi literalment.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
Veuen el seu cos
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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3093
com una forma de transport pels seus caps, no?
10:34
(Laughter)
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6166
10:40
Don't they?
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1016
(Riures) És el mitjà per portar els seus caps a reunions.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
227
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2222
10:43
(Laughter)
228
619486
5512
Si voleu evidències reals de experiències extra-corporals,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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3830
per cert, aneu a alguna conferència
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
acadèmica
i visiteu la discoteca l'última nit.
10:56
and pop into the discotheque
on the final night.
on the final night.
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2243
10:58
(Laughter)
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(Riures) I allà ho veureu, homes i dones
11:01
And there, you will see it.
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1356
11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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4118
movent-se incontrolablement, completament fora de ritme
11:07
(Laughter)
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2867
esperant fins que acaba la festa per poder anar a casa a escriure'n un article.
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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3325
Ara, el nostre sistema educatiu es regeix per la idea de la habilitat acadèmica.
11:13
(Laughter)
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1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
238
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3843
I existeix una raó.
11:19
And there's a reason.
239
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1241
El sistema va ser inventat -a tot el món, no hi havia
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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3556
un sistema públic d'educació, realment, fins al segle XIX.
11:23
really, before the 19th century.
241
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2106
Es va configurar
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
242
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2957
per satisfer les necessitats de la industrialització.
Així doncs, la seva estructura està basada en dues idees.
11:29
So the hierarchy is rooted on two ideas.
243
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2163
Número u, que les assignatures més útlis per a treballar
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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4597
són les més importants. Segurament us van forçar a deixar de fer coses
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
a l'escola, quan éreu nens, coses que us agradaven,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
246
674132
2934
al·legant que
mai us servirien per aconseguir una feina. No és així?
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
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3386
No facis música, no seràs mai un músic;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
248
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2381
no facis art, mai seràs un artista.
11:46
don't do art, you won't be an artist.
249
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1801
11:48
Benign advice -- now, profoundly mistaken.
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3420
Consell benintencionat -això sí, completament equivocat. Tot el món
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
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2145
està embarcat en una revolució.
La segona és la habilitat acadèmica, la qual ha esdevingut dominant
11:54
And the second is academic ability,
252
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2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
253
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2885
sobre la nostra visió de intel·ligència,
perquè les universitats dissenyen el sistema a la seva semblança.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Si ho penseu, tot el sistema
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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3494
d'educació pública de tot el món és un prolongat procés
d'entrada a la universitat.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
i la conseqüència és que molts grans talents,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
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2333
gent brillant i creativa pensen que no tenen talent,
12:10
brilliant, creative
people think they're not,
people think they're not,
258
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2435
perquè la cosa en la què destaquen a l'escola
12:12
because the thing
they were good at at school
they were good at at school
259
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2138
no és valorada, i, tot al contrari, és estigmatitzada.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
260
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
261
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2296
I penso que no ens podem permetre continuar per eixa via
12:19
In the next 30 years, according to UNESCO,
262
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2464
En els pròxims 30 anys, segons la UNESCO,
a nivell mundial, es gradurà més gent
12:22
more people worldwide will be graduating
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2810
que en tota la hisòria.
12:25
through education
than since the beginning of history.
than since the beginning of history.
264
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2546
Més gent, i es tracta de la combinació
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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3681
de tot el que hem parlat -
tecnologia i el seu efecte de transformació sobre el treball, i demografia
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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i l'enorme explosió de població.
12:34
and the huge explosion in population.
267
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1804
De cop, els títols no valdran res. No creieu?
12:36
Suddenly, degrees aren't worth anything.
268
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2865
Quan jo era estudiant, si tenies una carrera, tenies una feina.
12:39
Isn't that true?
269
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1380
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
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2753
I si no la tenies era perquè no la volies.
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
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2776
I jo no en volia cap, francament (Riures)
12:46
And I didn't want one, frankly. (Laughter)
272
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2676
12:49
But now kids with degrees
273
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4074
Però ara, joves amb títulacions
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
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3045
es queden sovint a casa jugant a videojocs,
perquè ara necessites un màster on abans es demanava una carrera,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
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3198
i ara necessites un doctorat per l'altra.
12:59
and now you need a PhD for the other.
276
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1787
Es tracta d'un procés d'inflació acadèmica.
13:01
It's a process of academic inflation.
277
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1776
13:03
And it indicates the whole
structure of education
structure of education
278
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2376
I indica que tota l'estructura de l'educació
trontolla sota els nostres peus. Necessitem repensar radicalment,
13:05
is shifting beneath our feet.
279
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1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
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2620
la nostra visió sobre la intel·ligència.
Sabem tres coses sobre la intel·ligència.
13:09
We know three things about intelligence.
281
765501
1995
Primer, és diversa. Pensem sobre el que ens envolta de tantes maneres
13:11
One, it's diverse.
282
767520
1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
com la nostra experiència ens permet. Pensem visualment,
pensem en so, pensem mitjançant el nostre cos.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
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2976
Pensem en termes abstractes, pensem en moviment.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
Segon, la intel·ligència és dinàmica.
13:21
Secondly, intelligence is dynamic.
286
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1754
Si observem les interaccions en el cervell humà, com vam escoltar
13:23
If you look at the interactions
of a human brain,
of a human brain,
287
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2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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ahir en diferents presentacions,
13:29
intelligence is wonderfully interactive.
289
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1976
la intel·ligència és meravellosament interactiva.
13:31
The brain isn't divided into compartments.
290
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2238
El cervell no està dividit en compartiments.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
De fet, la creativitat -que es defineix com el procés
13:37
of having original ideas
that have value --
that have value --
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2325
de tenir idees originals que tenen valor-
més aviat arriba a través de la interacció
13:39
more often than not comes about
through the interaction
through the interaction
293
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2652
de diferents maneres de veure les coses.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
El cervell és intencional -per cert,
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
295
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3666
hi ha un feix de nervis que uneix les dues meitats del cervell
13:50
called the corpus callosum.
296
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1491
anomenat corpus callosum. És més gruixut en les dones.
13:51
It's thicker in women.
297
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1266
Seguint amb el que deia la Helen ahir, Jo penso
13:53
Following off from Helen yesterday,
298
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1741
que és per això que les dones són millors fent moltes tasques alhora.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
300
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1817
Perquè ho son, no?
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
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3207
Hi ha una branca de recerca que s'hi dedica, però jo ho sé per experiència personal.
Si la meva dona està preparant el dinar a casa -
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
302
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5238
cosa que no passa sovint, afortunadament. (Riures)
14:09
(Laughter)
303
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2854
però sabeu, ella està fent -no, ella és bona en moltes altres coses-
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
827878
2498
però si està cuinant, sabeu,
ella pot estar parlant per telèfon,
14:14
she's dealing with people on the phone,
305
830400
1876
parlant amb els nens, pintant el sostre,
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
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3096
operant a cor obert per allà.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
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2976
Si jo cuino, la porta està tancada, els nens son fora,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
309
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2976
el telèfon està despenjat, i si ella entre m'enfado.
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
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3071
Li dic: "Terry, si us plau, estic intentant fregir un ou aquí. Deixa'm concentrar." (Riures)
14:31
(Laughter)
311
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6730
14:38
"Give me a break."
312
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1200
14:39
(Laughter)
313
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1720
De fet, sabeu aquella vella reflexió filosòfica que diu,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
314
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2499
si un arbre cau en un bosc i ningú el sent,
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
ha passat? Algú se'n enrecordarà?
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
Vaig veure una samarreta genial fa poc que deia: "Si un home diu el que pensa
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
en un bosc, i no hi ha cap dona que l'escolti,
14:55
is he still wrong?"
319
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1396
estarà igualment equivocat?" (Riures)
14:56
(Laughter)
320
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5606
15:03
And the third thing about intelligence is,
321
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2000
I la tercera cosa sobre la intel·ligència és,
15:06
it's distinct.
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que es diferent. Estic treballant en un nou llibre
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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titulat "Epifania," basat en una sèrie
15:10
which is based on a series
of interviews with people
of interviews with people
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d'entrevistes amb gent que parla sobre com van descobrir
15:12
about how they discovered their talent.
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el seu talent. Estic fascinat per com arriba la gent a descobrir-lo.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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Està inspirat en una conversació que vaig tenir
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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amb una dona meravellosa sobre la qual
la majoria no hauran sentit a parlar, es deia Gillian Lynne,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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N'heu sentit a parlar? Alguns sí. Ella era coreògrafa.
15:22
Have you heard of her? Some have.
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i tothom coneix la seva feina.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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2522
Ella va fer "Cats" i "El fantasma de l'opera"
15:27
She did "Cats" and "Phantom of the Opera."
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2001
Ella és meravellosa. Solia treballar al Royal Ballet, a Anglaterra,
15:29
She's wonderful.
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15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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com podeu veure.
15:32
as you can see.
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15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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Sigui com sigui, la Gillian i jo vam dinar junts un dia I li vaig preguntar:
"Gillian, com vas arribar a ser ballarina?" I ella em va respondre
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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és interessant, quan ella anava a l'escola,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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estava desesperada. I l'escola, als anys 30,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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va escriure als seus pares dient: "Pensem
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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que la Gillian té problemes per aprendre". Ella no es podia concentrar,
era un sac de nervis. Ara li diagnosticarien
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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hiperacció. No creieu? Però als anys trenta,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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encara no s'havia inventat l'hiperacció.
no era una malaltia coneguda. (Riures)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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La gent no sabia que es pogués tenir.
16:01
People weren't aware they could have that.
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Fos com fos, va anar a veure un especialista. En una d'aquestes habitacions amb panells de fusta
16:03
(Laughter)
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2134
16:06
Anyway, she went to see this specialist.
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hi va anar amb la seva mare,
la van asseure en una cadira al fons,
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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3722
va estar asseguda sobre les seves mans durant 20 minuts
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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i l'home va parlar amb la mare sobre tots
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
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3639
els problemes que la Gillian tenia a l'escola. I al final -
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
com que ella molestava als altres,
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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mai feia els deures a temps, entre altres coses,
una nena petita de vuit anys- al final, el doctor es va asseure
16:26
little kid of eight.
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16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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al costat de la Gillian i li va dir: "Gillian,
la teva mare ja m'ha explicat totes aquestes coses
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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2705
i ara necessito parlar-ne amb ella en privat."
16:33
I need to speak to her privately.
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1619
li va dir: "Espera'ns aquí, tornarem en un moment."
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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2376
i van marxar.
16:37
and they went and left her.
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2325
però en sortir de l'habitació, va encendre la radio
16:39
But as they went out of the room,
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1636
que hi havia sobre la seva taula. I quan van
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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2500
tornar a l'habitació, el doctor li va dir a la mare:
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
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3430
"Només cal mirar-la". En l'instant en que van sortir de l'habitació,
16:48
And the minute they left the room,
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ella em va dir que es va posar de peu, movent-se al ritme de la música.
16:51
she was on her feet, moving to the music.
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2484
La van estar mirant durant uns minuts
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,
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3453
I el doctor li va dir a la seva mare:
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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3976
"Sra. Lynne, la Gillian no està malalta, és ballarina.
17:01
Take her to a dance school."
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1976
Porti-la a una escola de dansa."
17:03
I said, "What happened?"
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1976
I jo li vaig preguntar: "I què va passar?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
I ella em va dir: "Que ho va fer. I no puc dir-te com de magnífic va ser.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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2753
Vam entrar en aquella habitació i estava plena de
gent com jo. Gent que no es podia estar quieta.
17:10
People who couldn't sit still.
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2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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1009000
4587
Gent que necessitava moure's per pensar." Gent que necessitava moure's per pensar.
Feien ballet, tap, jazz,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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3630
moderna, i contemporània.
Amb el temps va aconseguir una audició a la Royal Ballet Scool,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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va esdevenir solista, i va tenir una excel·lent carrera
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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1020244
3299
en la Royal Ballet. Més endevant es va graduar
de la Royal Ballet School i
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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1023567
2608
va fundar la seva pròpia companyia, la Gillian Lynne Dance Company,
17:30
founded the Gillian Lynne Dance Company,
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1026200
1975
i va conèixer a l'Andrew Lloyd Weber. Ella ha sigut la responsable
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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1409
de les produccions més exitoses de la història
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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3146
del teatre musical, ha donat plaer a milions de persones,
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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1034172
3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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4070
i és multi-milionaria. Algú altre
li hauria receptat medicació i li hauria dit
17:45
(Applause)
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6782
que es calmés.
Ara, penso - (Aplaudiments) Penso el següent:
17:52
What I think it comes to is this:
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1601
L'Al Gore va parlar l'altra nit
17:54
Al Gore spoke the other night
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1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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4269
sobre ecologia, i la revolució que ha començat la Rachel Carson.
Penso que la nostra única esperança per el futur
18:01
I believe our only hope for the future
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2166
és adoptar una nova concepció de l'ecologia humana,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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3833
una en la que es comenci a reconstituir la nostra concepció
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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2818
18:10
of the richness of human capacity.
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1066000
1976
the la riquesa de les capacitats humanes.
18:12
Our education system has mined our minds
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El nostre sistema educatiu ha destruit les nostres ments d'una manera
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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3276
que fa que ens quedem a la superfície; cosa que es més còmode.
I en el futur, no ens servirà.
18:19
And for the future, it won't serve us.
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2484
Cal repensar els principis fonamentals
18:21
We have to rethink
the fundamental principles
the fundamental principles
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2280
18:24
on which we're educating our children.
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1080000
1968
sobre els quals basem l'educació dels nens. Hi ha
una cita molt bonica d'en Jonas Salk, que diu: "Si tots els insectes
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
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2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
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5039
desapareguessin de la terra,
en 50 anys la vida a la terra acabaria.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
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2841
Si tots els humans desapareguessin de la terra,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
en 50 anys totes les formes de vida aflorarien."
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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2634
I té raó.
18:44
And he's right.
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1285
El que es celebra a TED és el regal de la imaginació humana.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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Però hem de ser prudents a l'hora d'utilitzar aquest regal
18:50
We have to be careful now
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i fer-ho sabiament, i així previndre algunes situacions
18:52
that we use this gift wisely
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18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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com les que hem parlat. I la única manera que tenim
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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3932
de fer-ho és veient les nostres capacitats creatives
19:02
for the richness they are
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1118000
1610
com la riquesa que son, i veure
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
1119634
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els nens com l'esperança que són. La nostra tasca
19:06
And our task is to educate
their whole being,
their whole being,
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és educar-los integrament, perquè puguin enfrontar-se al futur.
19:09
so they can face this future.
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Per cert - pot ser que no veiem aquest futur,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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però ells sí. I la nostra feina és ajudar-los
19:14
And our job is to help them
make something of it.
make something of it.
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a fer alguna cosa amb ell. Moltes gràcies.
19:17
Thank you very much.
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19:18
(Applause)
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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