TED2010
Temple Grandin: The world needs all kinds of minds
Temple Grandin: Verden har brug for alle slags sind
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Temple Grandin, der blev diagnosticeret med autisme som barn, fortæller, hvordan hendes sind virker - deler sin evne til at "tænke i billeder", hvilket hjælper hende med at løse problemer, som neurotypiske hjerner måske ikke kan klare. Hun argumenterer for, at verden har brug for folk indenfor autismespektret: visuelle tænkere, mønster tænkere, verbale tænkere og alle former for kloge nørdede børn.
Temple Grandin - Livestock handling designer, autism activist
Through groundbreaking research and the lens of her own autism, Temple Grandin brings startling insight into two worlds. Full bio
Through groundbreaking research and the lens of her own autism, Temple Grandin brings startling insight into two worlds. Full bio
Double-click the English transcript below to play the video.
00:15
I think I'll start out and just talk a little bit about
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Jeg tror, jeg vil starte med at tale lidt om,
00:17
what exactly autism is.
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hvad autisme helt præcist er.
00:19
Autism is a very big continuum
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Autisme er et meget stort kontinuum,
00:22
that goes from very severe -- the child remains non-verbal --
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som spænder fra meget svær, hvor barnet forbliver ikke-verbalt,
00:25
all the way up to brilliant scientists and engineers.
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til geniale forskere og ingeniører.
00:28
And I actually feel at home here,
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Og jeg føler mig faktisk hjemme her.
00:30
because there's a lot of autism genetics here.
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Fordi der er en masse autistiske gener tilstede her.
00:32
You wouldn't have any...
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I ville ikke have...
00:34
(Applause)
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(Bifald)
00:38
It's a continuum of traits.
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Det er et kontinuum af træk.
00:40
When does a nerd turn into
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Hvornår bliver en nørd til en
00:43
Asperger, which is just mild autism?
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Asperger, der bare er en mild form for autisme?
00:45
I mean, Einstein and Mozart
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Jeg mener, Einstein og Mozart
00:48
and Tesla would all be probably diagnosed
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og Tesla, ville alle sandsynligvis være blevet diagnosticeret
00:50
as autistic spectrum today.
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indenfor autismespektret idag.
00:52
And one of the things that is really going to concern me is
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Og en af de ting, der virkelig kommer til at bekymre mig, er
00:55
getting these kids to be the ones that are going to invent
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at få disse børn til at blive dem, der kommer til at opfinde
00:58
the next energy things,
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de kommende energiting
01:00
you know, that Bill Gates talked about this morning.
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som Bill Gates talte om i morges.
01:04
OK. Now, if you want to understand
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Hvis du ønsker at forstå
01:06
autism, animals.
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autisme, dyr.
01:08
And I want to talk to you now about different ways of thinking.
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Og jeg vil nu fortælle jer om forskellige måder at tænke på.
01:10
You have to get away from verbal language.
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I skal væk fra at tænke i det verbale sprog.
01:13
I think in pictures,
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Jeg tænker i billeder.
01:15
I don't think in language.
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Jeg tænker ikke i sprog.
01:18
Now, the thing about the autistic mind
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Det autistiske sind
01:20
is it attends to details.
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koncentrerer sig om detaljer.
01:23
OK, this is a test where you either have to
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Dette er en test, hvor du enten skal
01:25
pick out the big letters, or pick out the little letters,
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udvælge de store bogstaver, eller udvælge de små bogstaver.
01:27
and the autistic mind picks out the
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Det autistiske sind udvælger
01:29
little letters more quickly.
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de små bogstaver hurtigere.
01:31
And the thing is, the normal brain ignores the details.
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Sagen er den, at den normale hjerne ignorerer detaljerne.
01:35
Well, if you're building a bridge, details are pretty important
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Hvis du bygger en bro, er detaljerne temmelig vigtige
01:37
because it will fall down if you ignore the details.
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for den vil styrte sammen, hvis du ignorerer detaljerne.
01:40
And one of my big concerns with a lot of policy things today
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En af mine store bekymringer ved mange politiske ting idag
01:43
is things are getting too abstract.
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er, at tingene bliver for abstrakte.
01:45
People are getting away from doing
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Folk bevæger sig væk fra at lave
01:47
hands-on stuff.
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praktiske ting.
01:49
I'm really concerned that a lot of the schools have taken out
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Jeg er virkelig bekymret over, at mange skoler har fjernet
01:51
the hands-on classes,
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de praktiske undervisningstimer.
01:53
because art, and classes like that,
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Fordi billedkunst og sådan nogle fag,
01:55
those are the classes where I excelled.
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er de fag, jeg klarede mig bedst i.
01:57
In my work with cattle,
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I mit arbejde med kvæg,
01:59
I noticed a lot of little things that most people don't notice
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lagde jeg mærke til en masse små ting, som de fleste folk ikke lægger mærke til,
02:02
would make the cattle balk. Like, for example,
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der ville få kvæget til at være ulydige. Som f.eks.
02:04
this flag waving, right in front of the veterinary facility.
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dette flag, der flagrer, lige foran denne veterinære facilitet.
02:07
This feed yard was going to tear down their whole veterinary facility;
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Dette fodringsanlæg havde tænkt sig at rive hele det veterinære facilitet ned,
02:10
all they needed to do was move the flag.
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det eneste, de behøvede at gøre, var at flytte flaget.
02:12
Rapid movement, contrast.
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Hurtig bevægelse, kontrast.
02:15
In the early '70s when I started, I got right down
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Da jeg startede i begyndelsen af 70-erne, gik jeg direkte ned ad
02:17
in the chutes to see what cattle were seeing.
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sliskerne, for at se hvad det var, kvæget så.
02:19
People thought that was crazy. A coat on a fence would make them balk,
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Folk syntes, det var vanvittigt. En frakke på et hegn ville gøre dem ulydige.
02:22
shadows would make them balk, a hose on the floor ...
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Skygger ville gøre dem ulydige, en haveslange på gulvet.
02:25
people weren't noticing these things --
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Folk lagde ikke mærke til disse ting,
02:27
a chain hanging down --
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en kæde der hang ned,
02:29
and that's shown very, very nicely in the movie.
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og det bliver vist rigtigt fint i filmen.
02:31
In fact, I loved the movie, how they
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Jeg elskede faktisk filmen for hvordan
02:33
duplicated all my projects. That's the geek side.
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den genskabte alle mine projekter. Det er den nørdede side.
02:35
My drawings got to star in the movie too.
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Mine tegninger optræder også i filmen.
02:38
And actually it's called "Temple Grandin,"
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Og den hedder faktisk "Temple Grandin",
02:40
not "Thinking In Pictures."
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og ikke "Tænker I Billeder".
02:42
So, what is thinking in pictures? It's literally movies
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Så hvad betyder det at tænke i billeder? Det er bogstavelig talt film,
02:44
in your head.
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der afspilles i dit hovede.
02:46
My mind works like Google for images.
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Min hjerne arbejder ligesom Google Billeder.
02:48
Now, when I was a young kid I didn't know my thinking was different.
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Som lille barn vidste jeg ikke, at jeg tænkte anderledes.
02:51
I thought everybody thought in pictures.
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Jeg troede, at alle tænkte i billeder.
02:53
And then when I did my book, "Thinking In Pictures,"
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Da jeg så skrev min bog, "Tænker I Billeder",
02:55
I start interviewing people about how they think.
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begyndte jeg at interviewe folk om, hvordan de tænker.
02:58
And I was shocked to find out that
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Jeg var chokeret over, at min tænkemåde
03:00
my thinking was quite different. Like if I say,
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var temmelig anderledes. Som hvis jeg f.eks. sagde:
03:02
"Think about a church steeple"
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"Tænk på et kirkespir",
03:04
most people get this sort of generalized generic one.
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så ville de fleste mennesker se en slags generaliseret generisk et.
03:06
Now, maybe that's not true in this room,
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Nu gælder det måske ikke lige i dette lokale,
03:08
but it's going to be true in a lot of different places.
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men det vil gælde en masse andre steder.
03:12
I see only specific pictures.
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Jeg ser kun specifikke billeder.
03:14
They flash up into my memory, just like Google for pictures.
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De dukker op i min hukommelse, ligesom Google Billeder.
03:18
And in the movie, they've got a great scene in there
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I filmen har de en fantastisk scene,
03:20
where the word "shoe" is said, and a whole bunch of '50s and '60s shoes
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hvor ordet "sko" bliver nævnt, og en hel bunke 50er og 60er sko
03:24
pop into my imagination.
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dukker op i min fantasi.
03:26
OK, there is my childhood church,
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Her er min barndomskirke.
03:28
that's specific. There's some more, Fort Collins.
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Så specifikt. Der er nogle flere, Fort Collins.
03:31
OK, how about famous ones?
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Hvad med de berømte?
03:33
And they just kind of come up, kind of like this.
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Og så dukker de ligesom op, ligesom her.
03:36
Just really quickly, like Google for pictures.
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Bare meget hurtigt, som Google Billeder.
03:39
And they come up one at a time,
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Og de dukker allesammen op et ad gangen.
03:41
and then I think, "OK, well maybe we can have it snow,
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Og så tænker jeg, at der måske skal være snevejr,
03:43
or we can have a thunderstorm,"
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eller tordenvejr,
03:45
and I can hold it there and turn them into videos.
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og så kan jeg fastholde billeder og omdanne dem til videoer.
03:48
Now, visual thinking was a tremendous asset
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At tænke visuelt var en kæmpe fordel
03:51
in my work designing cattle-handling facilities.
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i mit arbejde med at designe kvæghåndterings faciliteter.
03:54
And I've worked really hard on improving
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Og jeg har arbejdet virkelig hårdt med at forbedre
03:56
how cattle are treated at the slaughter plant.
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måden kvæget bliver behandlet på slagteanstalter.
03:58
I'm not going to go into any gucky slaughter slides.
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Jeg vil undlade at vise saftige slagteri slides.
04:01
I've got that stuff up on YouTube if you want to look at it.
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Den slags har jeg lagt på Youtube, hvis I vil se det.
04:03
But, one of the things that I was able to do in my design work
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Men en af de ting, jeg var i stand til, i mit arbejde med design
04:07
is I could actually test run
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var, at jeg rent faktisk kunne teste
04:09
a piece of equipment in my mind,
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et stykke udstyr i mit sind,
04:11
just like a virtual reality computer system.
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som et virtuelt computer system.
04:14
And this is an aerial view
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Og dette er et luftfoto
04:16
of a recreation of one of my projects that was used in the movie.
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af en genskabelse af et af mine projekter, der blev brugt i filmen.
04:19
That was like just so super cool.
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Det var bare så super sejt.
04:21
And there were a lot of kind of Asperger types
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Og der var mange Aspergeragtige typer,
04:23
and autism types working out there on the movie set too.
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og autistiske typer, der også arbejdede derude på filmsettet.
04:26
(Laughter)
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(Latter)
04:28
But one of the things that really worries me
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Men en af de ting, der virkelig bekymrer mig,
04:30
is: Where's the younger version of those kids going today?
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er, hvor de yngre udgaver af disse børn ender idag.
04:34
They're not ending up in Silicon Valley, where they belong.
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De ender ikke i Silicon Valley, hvor de hører hjemme.
04:37
(Laughter)
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(Latter)
04:40
(Applause)
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(Bifald)
04:45
Now, one of the things I learned very early on because I wasn't that social,
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En af de ting jeg lærte meget tidligt, fordi jeg ikke var så social var, at
04:48
is I had to sell my work, and not myself.
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jeg skulle sælge mit arbejde og ikke mig selv.
04:52
And the way I sold livestock jobs
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Og måden jeg solgte disse designs til dyrefaciliteter
04:54
is I showed off my drawings, I showed off pictures of things.
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var ved, at jeg viste mine tegninger, jeg viste billeder af ting.
04:57
Another thing that helped me as a little kid
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Noget andet der hjalp mig som lille barn,
04:59
is, boy, in the '50s, you were taught manners.
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var, at man lærte manerer i 50erne.
05:01
You were taught you can't pull the merchandise off the shelves
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Man lærte, at man ikke kan hive varer ned af hylderne
05:03
in the store and throw it around.
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i butikken og kaste rundt med tingene.
05:05
Now, when kids get to be in third or fourth grade,
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Når børn kommer i tredie eller fjerde klasse,
05:08
you might see that this kid's going to be a visual thinker,
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kan du måske se, om dette barn kommer til at blive en visuel tænker,
05:11
drawing in perspective. Now, I want to
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der tegner i perspektiver. Nu vil jeg gerne
05:13
emphasize that not every autistic kid
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understrege, at ikke alle autistiske børn
05:15
is going to be a visual thinker.
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bliver visuelle tænkere.
05:17
Now, I had this brain scan done several years ago,
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Jeg fik foretaget en hjernescanning for flere år siden,
05:21
and I used to joke around about having a
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og jeg plejede at joke med, at jeg har en
05:23
gigantic Internet trunk line
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gigantisk internet hovedforbindelse,
05:25
going deep into my visual cortex.
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der rækker dybt ned i min visuelle cortex.
05:27
This is tensor imaging.
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Dette er variabel billeddannelse.
05:29
And my great big internet trunk line
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Og min store internet hovedforbindelse,
05:31
is twice as big as the control's.
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er dobbelt så stor som kontrolelementets.
05:33
The red lines there are me,
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De røde linier der er mig,
05:35
and the blue lines are the sex and age-matched control.
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og de blå linier er køns- og aldersbestemte kontrolelementer.
05:39
And there I got a gigantic one,
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Og der har jeg en gigantisk en,
05:41
and the control over there, the blue one,
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og det blå kontrolelement derovre
05:43
has got a really small one.
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har en meget lille en.
05:47
And some of the research now is showing
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Noget af forskningen viser nu,
05:49
is that people on the spectrum actually think with primary visual cortex.
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at folk i spektret faktisk tænker med den primære visuelle cortex.
05:53
Now, the thing is, the visual thinker's just one kind of mind.
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Sagen er den, at den visuelle tænker bare er ét slags sind.
05:56
You see, the autistic mind tends to be a specialist mind --
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Ser du, det autistiske sind har en tendens til at være et specialistsind.
05:59
good at one thing, bad at something else.
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God til en ting, dårlig til noget andet.
06:03
And where I was bad was algebra. And I was never allowed
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Og jeg var dårlig til algebra. Og jeg fik aldrig lov til
06:05
to take geometry or trig.
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at have fagene geometri eller trigonometri.
06:07
Gigantic mistake: I'm finding a lot of kids who need to skip algebra,
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Kæmpe fejltagelse. Jeg ser en masse børn, der har brug for at springe algebra over,
06:10
go right to geometry and trig.
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og gå direkte til geometri og trigonometri.
06:12
Now, another kind of mind is the pattern thinker.
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Et andet slags sind er mønstertænkeren.
06:15
More abstract. These are your engineers,
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Mere abstrakt. De er jeres ingeniører,
06:17
your computer programmers.
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jeres computer programmører.
06:19
Now, this is pattern thinking. That praying mantis
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Det her er mønstertænkning. Denne knæler
06:21
is made from a single sheet of paper --
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er lavet af et enkelt stykke papir,
06:23
no scotch tape, no cuts.
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uden tape, uden at klippe.
06:25
And there in the background is the pattern for folding it.
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I baggrunden er mønsteret, det skal foldes efter.
06:28
Here are the types of thinking:
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Her er de forskellige typer af tænkemåder.
06:30
photo-realistic visual thinkers, like me;
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fotorealistiske visuelle tænkere, som jeg.
06:33
pattern thinkers, music and math minds.
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Mønstertænkere, musiske og matematiske sind.
06:37
Some of these oftentimes have problems with reading.
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Nogle af dem har ofte problemer med at læse.
06:39
You also will see these kind of problems
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I vil også opleve den slags problemer
06:41
with kids that are dyslexic.
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hos ordblinde børn.
06:44
You'll see these different kinds of minds.
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Du vil opleve disse forskellige former for sind.
06:46
And then there's a verbal mind, they know every fact about everything.
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Og så er der et verbalt sind. De kender til alle forhold om alting.
06:49
Now, another thing is the sensory issues.
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Så er der de sansemæssige problemer.
06:51
I was really concerned about having to wear this gadget on my face.
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Jeg var virkelig bekymret for at skulle bære det her udstyr ved mit ansigt.
06:55
And I came in half an hour beforehand
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Og jeg kom en halv time for tidligt,
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so I could have it put on and kind of get used to it,
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så jeg kunne tage det på, og på en måde blive vant til det.
07:00
and they got it bent so it's not hitting my chin.
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Og det blev bøjet, så det ikke skulle ramme min kind.
07:03
But sensory is an issue. Some kids are bothered by fluorescent lights;
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Men sansemæssige ting er problematiske. Nogle børn generes af lysstofrør;
07:06
others have problems with sound sensitivity.
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andre har problemer med lydfølsomhed.
07:09
You know, it's going to be variable.
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Ser du, det vil være forskelligt.
07:12
Now, visual thinking gave me a whole lot of insight
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Visuel tænkning gav mig en masse indsigt
07:16
into the animal mind.
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i dyrenes sind.
07:18
Because think about it: An animal is a sensory-based thinker,
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Tænk lige over det: Et dyr er en sensorisk baseret tænker
07:21
not verbal -- thinks in pictures,
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ikke verbal. Tænker i billeder.
07:25
thinks in sounds, thinks in smells.
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Tænker i lyde. Tænker i lugte.
07:28
Think about how much information there is there on the local fire hydrant.
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Tænk på, hvor meget information, der gemmer sig ude på de lokale brandhaner.
07:31
He knows who's been there, when they were there.
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Det ved, hvem der har været der, hvornår de var der,
07:34
Are they friend or foe? Is there anybody he can go mate with?
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er de venner eller fjender, er det en det kan parre sig med.
07:37
There's a ton of information on that fire hydrant.
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Der er tonsvis af information på den brandhane.
07:40
It's all very detailed information,
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Det er altsammen meget detaljeret information.
07:44
and, looking at these kind of details
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At kigge på den slags detaljer
07:46
gave me a lot of insight into animals.
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gav mig stor indsigt i dyr.
07:48
Now, the animal mind, and also my mind,
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Dyrenes sind, og også mit sind,
07:52
puts sensory-based information
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placerer sansemæssigt baseret information
07:54
into categories.
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i kategorier.
07:56
Man on a horse
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Mand til hest,
07:58
and a man on the ground --
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og mand til lands,
08:00
that is viewed as two totally different things.
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opfattes som to fuldstændig forskellige ting.
08:02
You could have a horse that's been abused by a rider.
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Du kunne f.eks. have en hest, der var blevet misbrugt af en rytter.
08:05
They'll be absolutely fine with the veterinarian
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Den ville have det helt fint med dyrlægen,
08:07
and with the horseshoer, but you can't ride him.
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og med beslagsmeden, men du kan ikke ride på den.
08:10
You have another horse, where maybe the horseshoer beat him up
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Så kunne der være en anden hest, hvor beslagsmeden måske har slået den,
08:13
and he'll be terrible for anything on the ground,
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og den vil være dårlig til alt til lands,
08:15
with the veterinarian, but a person can ride him.
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med dyrlægen, men man kan ride på den.
08:18
Cattle are the same way.
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Kvæg er på samme måde.
08:20
Man on a horse,
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Mand til hest,
08:22
a man on foot -- they're two different things.
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en mand til fods, er to forskellige ting.
08:24
You see, it's a different picture.
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Ser du, det er et anderledes billede.
08:26
See, I want you to think about just how specific this is.
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Jeg vil nemlig have jer til at tænke på, lige præcis, hvor specifikt det er.
08:29
Now, this ability to put information into categories,
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Evnen til at kategorisere information,
08:33
I find a lot of people are not very good at this.
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har jeg erfaret, at mange mennesker ikke er særlig gode til.
08:36
When I'm out troubleshooting equipment
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Når jeg fejlfinder på udstyr
08:38
or problems with something in a plant,
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eller ser på problemer med noget på et anlæg,
08:40
they don't seem to be able to figure out, "Do I have a training people issue?
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kan de ikke rigtigt regne den ud: "Har jeg problemer med uddannelse af personale?"
08:44
Or do I have something wrong with the equipment?"
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Eller er der noget galt med udstyret?"
08:46
In other words, categorize equipment problem
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Sagt med andre ord - at adskille problemer med udstyret,
08:48
from a people problem.
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fra problemer med mennesker.
08:50
I find a lot of people have difficulty doing that.
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Jeg oplever at mange mennesker har problemer med at gøre det.
08:53
Now, let's say I figure out it's an equipment problem.
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Lad os nu sige, at jeg finder ud af, at det er et problem med udstyret.
08:56
Is it a minor problem, with something simple I can fix?
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Er det det mindre problem, som jeg kan fixe med noget simpelt?
08:58
Or is the whole design of the system wrong?
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Eller er det hele designet af systemet, der er forkert?
09:01
People have a hard time figuring that out.
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Folk har meget svært ved at regne det ud.
09:04
Let's just look at something like, you know,
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Lad os prøve at se på sådan noget som
09:06
solving problems with making airlines safer.
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at løse problemer indenfor det, at gøre flyselskaberne mere sikre.
09:08
Yeah, I'm a million-mile flier.
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Jep, jeg flyver en million miles.
09:10
I do lots and lots of flying,
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Jeg flyver en hel hel masse,
09:12
and if I was at the FAA,
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og hvis jeg var ansat i FAA [ministeriet for luftfart],
09:15
what would I be doing a lot of direct observation of?
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hvad ville jeg så skulle direkte observere en masse af ?
09:19
It would be their airplane tails.
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Det ville være flyhalerne.
09:21
You know, five fatal wrecks in the last 20 years,
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Ser du, i fem fatale styrt der har været indenfor de sidste 20 år,
09:24
the tail either came off or steering stuff inside the tail broke
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røg halen enten af, eller også var der noget styretøj i halen, der gik i stykker
09:28
in some way.
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på en eller anden måde.
09:30
It's tails, pure and simple.
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Det er halerne, så simpelt er det.
09:32
And when the pilots walk around the plane, guess what? They can't see
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Og når piloter går rundt om flyet, hvad så? Så kan de ikke se
09:34
that stuff inside the tail.
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tingene inde i halen.
09:36
You know, now as I think about that,
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Nu hvor jeg tænker på det,
09:38
I'm pulling up all of that specific information.
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trækker jeg på al den specifikke information.
09:41
It's specific. See, my thinking's bottom-up.
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Det er specifikt. Som du kan se, så tænker jeg nedefra-op.
09:44
I take all the little pieces and I put the pieces together like a puzzle.
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Jeg tager alle de små dele og sætter delene sammen som i et puslespil.
09:48
Now, here is a horse that was deathly afraid
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Her ser i en hest, som var dødsens bange
09:50
of black cowboy hats.
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for sorte cowboyhatte.
09:52
He'd been abused by somebody with a black cowboy hat.
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Han var blevet misbrugt af en med en sort cowboyhat.
09:54
White cowboy hats, that was absolutely fine.
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Hvide cowboyhatte havde den det helt fint med.
09:57
Now, the thing is, the world is going to need
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Sagen er, at verden kommer til at have brug for
10:00
all of the different kinds of minds
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at alle de forskellige former for sind
10:02
to work together.
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arbejder sammen.
10:04
We've got to work on developing all these different kinds of minds.
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Vi er nødt til at arbejde med at udvikle alle disse former for sind.
10:07
And one of the things that is driving me really crazy,
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En af de ting, der virkelig kan gøre mig vanvittig,
10:10
as I travel around and I do autism meetings,
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når jeg rejser rundt og holder møder om autisme,
10:12
is I'm seeing a lot of smart, geeky, nerdy kids,
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er at jeg ser en masse kloge, nørdede børn.
10:15
and they just aren't very social,
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Og de er bare ikke særlig sociale.
10:18
and nobody's working on developing their interest
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Og ingen arbejder med at udvikle deres interesse
10:20
in something like science.
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indenfor noget som f.eks. videnskab.
10:22
And this brings up the whole thing of my science teacher.
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Og det får mig til at tænke på alt det her med min naturfagslærer.
10:25
My science teacher is shown absolutely beautifully in the movie.
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Min naturfagslærer bliver vist rigtigt smukt i filmen.
10:28
I was a goofball student. When I was in high school
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Jeg var en fjoget studerende. Da jeg var i gymnasiet
10:30
I just didn't care at all about studying,
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var jeg bare ligeglad med at studere,
10:33
until I had Mr. Carlock's science class.
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indtil jeg kom i Hr. Carlocks klasse med naturfag.
10:36
He was now Dr. Carlock in the movie.
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Det er ham, der er Dr. Carlock i filmen.
10:39
And he got me challenged
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Han fik mig udfordret
10:42
to figure out an optical illusion room.
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til at forstå et optisk illusionsrum.
10:45
This brings up the whole thing of you've got to show kids
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Det får mig til at tænke på, at man er nødt til at vise børn
10:47
interesting stuff.
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interessante ting.
10:49
You know, one of the things that I think maybe TED ought to do
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En af de ting, jeg mener TED måske burde gøre,
10:52
is tell all the schools about all the great lectures that are on TED,
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var at fortælle alle skoler om alle de gode foredrag, der er på TED,
10:55
and there's all kinds of great stuff on the Internet
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og der er masser af gode ting på internettet,
10:57
to get these kids turned on.
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der kan få sat gang i de børn.
10:59
Because I'm seeing a lot of these geeky nerdy kids,
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For jeg ser mange af disse nørdede børn,
11:02
and the teachers out in the Midwest, and the other parts of the country,
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og lærerne i midtvesten, og andre dele af landet,
11:05
when you get away from these tech areas,
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når du bevæger dig væk fra disse tekniske områder,
11:07
they don't know what to do with these kids.
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så ved de ikke, hvad de skal stille op med disse børn.
11:09
And they're not going down the right path.
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Og de følger ikke den rette sti.
11:11
The thing is, you can make a mind
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Sagen er den, at du kan få et sind
11:13
to be more of a thinking and cognitive mind,
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til at blive et mere tænkende og kognitivt sind.
11:16
or your mind can be wired to be more social.
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Eller sindet kan blive gearet til at være mere socialt.
11:19
And what some of the research now has shown in autism
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Noget af forskningen indenfor autisme viser nu,
11:21
is there may by extra wiring back here,
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at der måske er ekstra forbindelser heromme,
11:23
in the really brilliant mind, and we lose a few social circuits here.
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i de virkelig geniale sind, og vi mister nogle få sociale kredsløb her.
11:26
It's kind of a trade-off between thinking and social.
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Det er en slags byttehandel mellem det at tænke og det sociale.
11:30
And then you can get into the point where it's so severe
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Og du kan komme ud til et punkt, hvor det er så alvorligt,
11:32
you're going to have a person that's going to be non-verbal.
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at du har en person, der bliver ikke-verbal.
11:35
In the normal human mind
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I det normalt fungerende menneskelige sind
11:37
language covers up the visual thinking we share with animals.
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dækker sproget over den visuelle tænkemåde, som vi deler med dyr.
11:40
This is the work of Dr. Bruce Miller.
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Det her er arbejdet af Dr. Bruce Miller.
11:43
And he studied Alzheimer's patients
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Og han studerede Alzheimers patienter
11:46
that had frontal temporal lobe dementia.
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som led af frontotemporal demens.
11:48
And the dementia ate out the language parts of the brain,
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Demensen åd de sproglige dele af hjernen,
11:51
and then this artwork came out of somebody who used to install stereos in cars.
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og dette stykke kunst blev skabt af en, der plejede at installere stereoanlæg i biler.
11:56
Now, Van Gogh doesn't know anything about physics,
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Van Gogh kendte ikke noget til fysik.
12:00
but I think it's very interesting
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Men jeg synes, det er meget interessant,
12:02
that there was some work done to show that
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at han skabte noget, der viser at
12:04
this eddy pattern in this painting
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hvirvelmønsteret i dette billede
12:06
followed a statistical model of turbulence,
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fulgte en statistisk model for turbulens.
12:09
which brings up the whole interesting idea
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Hvilket skaber hele den interessante idé om,
12:11
of maybe some of this mathematical patterns
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at nogle af disse matematiske mønstre
12:13
is in our own head.
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findes i vores eget hovede.
12:15
And the Wolfram stuff -- I was taking
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Wolfram præsentationen tog jeg
12:17
notes and I was writing down all the
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notater til og jeg skrev alle
12:19
search words I could use,
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søgeordene ned, som jeg kunne bruge,
12:21
because I think that's going to go on in my autism lectures.
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fordi jeg tænkte, at det kommer til at ske i et af mine autisme foredrag.
12:25
We've got to show these kids interesting stuff.
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Vi er nødt til at vise disse børn interessante ting.
12:27
And they've taken out the autoshop class
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Og de har fjernet bilværkstedstimerne.
12:29
and the drafting class and the art class.
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tegnetimerne og billedkunsttimerne.
12:31
I mean art was my best subject in school.
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Billedkunst var mit bedste fag i skolen.
12:34
We've got to think about all these different kinds of minds,
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Vi er nødt til at tænke på alle disse forskellige slags sind.
12:36
and we've got to absolutely work with these kind of minds,
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Og vi er helt nødt til at arbejde med disse forskellige former for sind,
12:39
because we absolutely are going to need
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for vi kommer bestemt til at have brug for
12:42
these kind of people in the future.
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alle disse slags mennesker i fremtiden.
12:45
And let's talk about jobs.
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Lad os tale om jobs.
12:47
OK, my science teacher got me studying
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Min naturfagslærer fik mig til at studere
12:49
because I was a goofball that didn't want to study.
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for jeg var et fjog, der ikke gad at studere.
12:52
But you know what? I was getting work experience.
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Men ved I hvad? Jeg fik arbejdserfaring.
12:54
I'm seeing too many of these smart kids who haven't learned basic things,
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Jeg ser alt for mange af disse kloge børn, der ikke har lært grundlæggende ting,
12:56
like how to be on time.
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såsom at komme til tiden.
12:58
I was taught that when I was eight years old.
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Det lærte jeg, da jeg var otte år gammel.
13:00
You know, how to have table manners at granny's Sunday party.
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Hvilke manerer man skal have til Bedstes søndagsarrangement.
13:03
I was taught that when I was very, very young.
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Jeg lærte det som meget meget ung.
13:06
And when I was 13, I had a job at a dressmaker's shop
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Da jeg var 13 havde jeg et arbejde hos en dameskrædder,
13:09
sewing clothes.
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hvor jeg solgte tøj.
13:11
I did internships in college,
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Jeg havde praktikophold på college.
13:14
I was building things,
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Jeg byggede ting.
13:17
and I also had to learn how to do assignments.
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Jeg skulle også lære, hvordan jeg skulle lave opgaver.
13:20
You know, all I wanted to do was draw pictures of horses when I was little.
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Det eneste, jeg havde lyst til som barn, var at tegne billeder af heste.
13:24
My mother said, "Well let's do a picture of something else."
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Min mor sagde: "Lad os tegne et billede af noget andet".
13:26
They've got to learn how to do something else.
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De er nødt til at lære at lave noget andet.
13:28
Let's say the kid is fixated on Legos.
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Lad os sige, at barnet er fikseret på Lego.
13:30
Let's get him working on building different things.
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Lad os få ham til at arbejde med at bygge forskellige ting.
13:33
The thing about the autistic mind
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Det der er kendetegner det autistiske sind er,
13:35
is it tends to be fixated.
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at det har en tendens til at blive fikseret.
13:37
Like if a kid loves racecars,
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Hvis et barn f.eks. elsker racerbiler,
13:39
let's use racecars for math.
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så lad os bruge racerbiler i matematikken.
13:41
Let's figure out how long it takes a racecar to go a certain distance.
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Lad os regne ud, hvor lang tid det tager en racerbil at køre en bestemt distance.
13:44
In other words, use that fixation
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Med andre ord, brug den fiksering
13:48
in order to motivate that kid, that's one of the things we need to do.
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til at motivere det barn. Det er en af de ting vi bliver nødt til at gøre.
13:51
I really get fed up when they, you know, the teachers,
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Jeg bliver virkelig træt af, når lærerne,
13:54
especially when you get away from this part of the country,
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især når vi kommer væk fra denne del af landet,
13:57
they don't know what to do with these smart kids.
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ikke ved, hvad de skal stille op med disse kloge børn.
13:59
It just drives me crazy.
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Det driver mig bare til vanvid.
14:01
What can visual thinkers do when they grow up?
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Hvad kan visuelle tænkere lave, når de er vokset op?
14:03
They can do graphic design, all kinds of stuff with computers,
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De kan lave grafisk design, alle former for arbejde med computere,
14:06
photography, industrial design.
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fotografi, industrielt design.
14:11
The pattern thinkers, they're the ones that are going to be
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Mønstertænkerne, det er dem der kommer til at blive
14:13
your mathematicians, your software engineers,
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matematikere, software ingeniører,
14:16
your computer programmers, all of those kinds of jobs.
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computer programmører, al den slags arbejde.
14:20
And then you've got the word minds. They make great journalists,
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Og så har du de verbale sind. De bliver gode journalister.
14:23
and they also make really, really good stage actors.
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Og de kunne også blive gode teaterskuespillere.
14:26
Because the thing about being autistic is,
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Fordi det at være autistisk indebærer,
14:28
I had to learn social skills like being in a play.
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at jeg var nødt til at lære sociale færdigheder, som at være med i et skuespil.
14:31
It's just kind of -- you just have to learn it.
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Det er sådan, at du bare skal lære det.
14:34
And we need to be working with these students.
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Og vi har brug for at arbejde med disse elever.
14:37
And this brings up mentors.
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Det får mine tanker over på mentorer.
14:39
You know, my science teacher was not an accredited teacher.
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Min naturfagslærer var ikke akkrediteret lærer.
14:42
He was a NASA space scientist.
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Han var en NASA rumfartsvidenskabsmand.
14:44
Now, some states now are getting it to where
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Nogle stater er ved at arrangere det således, at
14:46
if you have a degree in biology, or a degree in chemistry,
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hvis du har en grad indenfor biologi eller kemi,
14:48
you can come into the school and teach biology or chemistry.
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så kan du komme på skolen og undervise i biologi eller kemi.
14:51
We need to be doing that.
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Vi har brug for at gøre det på den måde.
14:53
Because what I'm observing is
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For det jeg observerer er,
14:55
the good teachers, for a lot of these kids,
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at for mange af disse børn, er de gode lærere
14:57
are out in the community colleges,
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ude på samfunds colleges.
14:59
but we need to be getting some of these good teachers into the high schools.
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Vi er nødt til at få nogle af disse lærere ind på gymnasierne.
15:02
Another thing that can be very, very, very successful is
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Noget andet, der kunne være meget vellykket er,
15:05
there is a lot of people that may have retired
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at der er en masse mennesker, der er gået på pension
15:08
from working in the software industry, and they can teach your kid.
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som har arbejdet i software industrien. De kunne undervise dit barn.
15:11
And it doesn't matter if what they teach them is old,
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Og det betyder ikke noget, om det de underviser dem i er forældet,
15:14
because what you're doing is you're lighting the spark.
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fordi det du er ved at gøre, er at tænde for motivationen.
15:17
You're getting that kid turned on.
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Du tænder ligesom op for det barn.
15:20
And you get him turned on, then he'll learn all the new stuff.
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Og når du får tændt op, så vil han lære alle de nye ting.
15:23
Mentors are just essential.
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Mentorer er bare essentielle.
15:25
I cannot emphasize enough
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Jeg kan ikke understrege det nok,
15:27
what my science teacher did for me.
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hvad min naturfagslærer gjorde for mig.
15:30
And we've got to mentor them, hire them.
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Vi er nødt til at vejlede dem, ansætte dem.
15:33
And if you bring them in for internships in your companies,
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Og hvis du får dem i praktik i dit firma,
15:35
the thing about the autism, Asperger-y kind of mind,
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så forholder det sig sådan med det autistiske, Asperger-agtige sind,
15:38
you've got to give them a specific task. Don't just say, "Design new software."
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at du er nødt til at give dem en specifik opgave. Ikke bare sige "Design ny software".
15:41
You've got to tell them something a lot more specific:
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Du er nødt til at fortælle dem noget meget mere specifikt.
15:43
"Well, we're designing a software for a phone
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"Vi designer software til en telefon
15:46
and it has to do some specific thing.
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og den skal kunne nogle specifikke ting.
15:48
And it can only use so much memory."
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Og den må kun bruge så meget hukommelse."
15:50
That's the kind of specificity you need.
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Det er den slags konkretisering, der er behov for.
15:52
Well, that's the end of my talk.
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Nå, det er slutningen på mit foredrag.
15:54
And I just want to thank everybody for coming.
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Og jeg vil bare takke alle for at komme her.
15:56
It was great to be here.
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Det var dejligt at være her.
15:58
(Applause)
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(Bifald)
16:10
Oh, you've got a question for me? OK.
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Du har et spørgsmål til mig? Okay.
16:13
(Applause)
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(Bifald)
16:14
Chris Anderson: Thank you so much for that.
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Chris Andersen: Mange tak for det.
16:18
You know, you once wrote, I like this quote,
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Engang skrev du, og jeg holder virkelig af det citat:
16:20
"If by some magic, autism had been
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"Hvis en slags magi havde udryddet autisme
16:22
eradicated from the face of the Earth,
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fra jordens overflade,
16:25
then men would still be socializing in front of a wood fire
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ville mænd stadig socialisere foran et ildsted
16:28
at the entrance to a cave."
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ved indgangen til en hule".
16:30
Temple Grandin: Because who do you think made the first stone spears?
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Temple Grandin: For hvem tror du lavede de første stenspyd?
16:32
The Asperger guy. And if you were to get rid of all the autism genetics
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Aspergerfyren. Og hvis vi skulle af med alle de autistiske gener,
16:35
there would be no more Silicon Valley,
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så ville der ikke længere være noget Silicon Valley,
16:37
and the energy crisis would not be solved.
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og energikrisen ville ikke blive løst.
16:39
(Applause)
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(Bifald)
16:42
CA: So, I want to ask you a couple other questions,
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CA: Altså jeg vil gerne stille dig et par andre spørgsmål.
16:44
and if any of these feel inappropriate,
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Og hvis nogle af dem føles upassende,
16:46
it's okay just to say, "Next question."
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er det ok bare at sige "Næste spørgsmål".
16:48
But if there is someone here
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Men hvis der er nogle til stede her,
16:50
who has an autistic child,
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som har et autistisk barn,
16:52
or knows an autistic child
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eller kender et autistisk barn,
16:54
and feels kind of cut off from them,
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og på en måde føler sig afskåret fra dem,
16:57
what advice would you give them?
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hvilket råd ville du så give dem?
16:59
TG: Well, first of all, you've got to look at age.
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TG: Jamen først og fremmest, så er du nødt til at se på alder.
17:01
If you have a two, three or four year old
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Hvis du har en to-, tre- eller fireårig
17:03
you know, no speech, no social interaction,
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uden tale, uden social interaktion,
17:05
I can't emphasize enough:
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så kan jeg ikke understrege det nok,
17:07
Don't wait, you need at least 20 hours a week of one-to-one teaching.
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at du ikke skal vente, der er brug for mindst 20 timers enetimer om ugen.
17:11
You know, the thing is, autism comes in different degrees.
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Sagen er den, at autisme optræder i forskellige grader.
17:14
There's going to be about half the people on the spectrum
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Omtrent halvdelen af de mennesker der findes i spektret,
17:16
that are not going to learn to talk, and they're not going to be working
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vil ikke lære at tale, og de kommer ikke til at arbejde i
17:18
Silicon Valley, that would not be a reasonable thing for them to do.
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Silicon Valley, det ville bare ikke være rigtigt for dem.
17:21
But then you get the smart, geeky kids
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Men så har du de kloge nørdede børn,
17:23
that have a touch of autism,
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med et strejf af autisme,
17:25
and that's where you've got to get them turned on
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og det er dem du skal have tændt op for,
17:27
with doing interesting things.
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ved at lave interessante ting.
17:29
I got social interaction through shared interest.
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Jeg fik social interaktion gennem fælles interesser.
17:32
I rode horses with other kids, I made model rockets with other kids,
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Jeg red på heste med andre børn. Jeg lavede raketmodeller med andre børn,
17:36
did electronics lab with other kids,
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lavede elektronik laboratorium med andre børn,
17:38
and in the '60s, it was gluing mirrors
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og i 60erne betød det at lime spejle
17:40
onto a rubber membrane on a speaker to make a light show.
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fast til en gummi membran på en højttaler for at lave et lysshow.
17:43
That was like, we considered that super cool.
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Det syntes vi var super sejt.
17:46
CA: Is it unrealistic for them
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CA: Er det urealistisk for dem
17:48
to hope or think that that child
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at håbe eller tro, at det barn
17:50
loves them, as some might, as most, wish?
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elsker dem, som de fleste ville ønske?
17:53
TG: Well let me tell you, that child will be loyal,
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TG: Jamen, lad mig fortælle dig, at det barn vil være loyalt.
17:55
and if your house is burning down, they're going to get you out of it.
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Hvis dit hus brænder ned, vil de få dig ud af det.
17:57
CA: Wow. So, most people, if you ask them
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CA: Wow. Altså, hvis du spørger de fleste mennesker,
18:00
what are they most passionate about, they'd say things like,
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hvad de brænder mest for, så vil de sige ting som:
18:02
"My kids" or "My lover."
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"Mine børn" eller "Min elsker".
18:05
What are you most passionate about?
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Hvad brænder du mest for?
18:08
TG: I'm passionate about that the things I do
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TG: Jeg brænder mest for, at de ting jeg foretager mig,
18:10
are going to make the world a better place.
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kommer til at gøre verden til et bedre sted.
18:12
When I have a mother of an autistic child say,
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Når der er en mor til et autistisk barn, der fortæller mig
18:14
"My kid went to college because of your book,
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"Mit barn kom på college på grund af din bog,
18:16
or one of your lectures," that makes me happy.
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eller et af dine foredrag". Det gør mig glad.
18:18
You know, the slaughter plants, I've worked with them
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Slagterierne arbejdede jeg med
18:21
in the '80s; they were absolutely awful.
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i 80erne; de var helt forfærdelige.
18:23
I developed a really simple scoring system for slaughter plants
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Jeg udviklede et virkelig simpelt pointsystem til slagterierne,
18:27
where you just measure outcomes: How many cattle fell down?
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hvor du bare måler resultaterne, hvor mange køer faldt,
18:29
How many cattle got poked with the prodder?
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hvor mange køer blev prikket til med pinden,
18:31
How many cattle are mooing their heads off?
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hvor mange køer fik muh-et deres hoveder af?
18:33
And it's very, very simple.
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Og det er meget, meget simpelt.
18:35
You directly observe a few simple things.
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Du observerer nogle få simple ting direkte.
18:37
It's worked really well. I get satisfaction out of
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Det har fungeret rigtigt fint. Jeg bliver tilfredsstillet ved at
18:39
seeing stuff that makes real change
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se ting, der medfører reel forandring
18:42
in the real world. We need a lot more of that,
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i den virkelige verden. Vi har brug for meget mere af det,
18:44
and a lot less abstract stuff.
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og meget færre abstrakte ting.
18:46
(Applause)
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(Bifald)
18:53
CA: When we were talking on the phone, one of the things you said that
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CA: Da vi talte sammen i telefonen, var en af de ting, du sagde,
18:55
really astonished me was you said one thing
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som virkelig forbavsede mig, at en af de ting,
18:57
you were passionate about was server farms. Tell me about that.
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du brændte for, var data-centre. Fortæl mig om det.
19:01
TG: Well the reason why I got really excited when I read about that,
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TG: Jamen grunden til, at jeg blev virkelig begejstret var, at jeg læste om at
19:04
it contains knowledge.
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de indeholder viden.
19:07
It's libraries.
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det er biblioteker.
19:09
And to me, knowledge is something
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Og for mig er viden noget,
19:11
that is extremely valuable. So, maybe, over 10 years ago
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der er ekstremt værdifuldt. For over 10 år siden,
19:13
now our library got flooded.
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blev vores bibliotek oversvømmet.
19:15
And this is before the Internet got really big.
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Og det her er før internettet blev så stort.
19:17
And I was really upset about all the books being wrecked,
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Og jeg blev virkelig ked af alle de bøger, der blev ødelagt,
19:19
because it was knowledge being destroyed.
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fordi det var viden, der blev destrueret.
19:21
And server farms, or data centers
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Og data-centre
19:23
are great libraries of knowledge.
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er store vidensbiblioteker.
19:26
CA: Temple, can I just say it's an absolute delight to have you at TED.
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CA: Jeg må bare sige Temple, at det har været en absolut fornøjelse at have dig på TED.
19:29
TG: Well thank you so much. Thank you.
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TG: Mange tak. Tak.
19:32
(Applause)
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(Bifald)
ABOUT THE SPEAKER
Temple Grandin - Livestock handling designer, autism activistThrough groundbreaking research and the lens of her own autism, Temple Grandin brings startling insight into two worlds.
Why you should listen
An expert on animal behavior, Temple Grandin has designed humane handling systems for half the cattle-processing facilities in the US, and consults with the meat industry to develop animal welfare guidelines. As PETA wrote when awarding her a 2004 Proggy: “Dr. Grandin's improvements to animal-handling systems found in slaughterhouses have decreased the amount of fear and pain that animals experience in their final hours, and she is widely considered the world's leading expert on the welfare of cattle and pigs.” In 2010, Time Magazine listed her as one of its most Important People of the Year. She is also a member of the American Academy of Arts and Sciences.
Grandin’s books about her interior life as an autistic person have increased the world's understanding of the condition with personal immediacy -- and with import, as rates of autism diagnosis rise. She is revered by animal rights groups and members of autistic community, perhaps because in both regards she is a voice for those who are sometimes challenged to make themselves heard.
Temple Grandin | Speaker | TED.com