TED2007
Alan Kay: A powerful idea about ideas
Alan Kay võimas idee ideedest
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Oma intensiivsuse ja meisterlikkuse poolest tuntud Alan Kay räägib parematest tehnikatest laste õpetamisel - illustreerides arvutite abil kogemusi viisil - matemaatiliselt ja teaduslikult - nagu seda vaid arvutite abil on võimalik teha.
Alan Kay - Educator and computing pioneer
One of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind. Full bio
One of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind. Full bio
Double-click the English transcript below to play the video.
00:18
A great way to start, I think, with my view of simplicity
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Hea viis alustada, ma arvan, minu vaatega lihtsusest
00:22
is to take a look at TED. Here you are, understanding why we're here,
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on võtta vaatluse alla TED. Siin te olete, saate aru miks te siin olete,
00:29
what's going on with no difficulty at all.
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mis siin toimub ja seda ilma igasuguse raskuseta.
00:34
The best A.I. in the planet would find it complex and confusing,
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Planeedi parim tehisintellekt peaks seda keeruliseks ja segaseks.
00:38
and my little dog Watson would find it simple and understandable
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ja minu väike koer Watson peaks seda lihtsaks ja arusaadavaks,
00:43
but would miss the point.
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aga ei saaks mõttele pihta.
00:45
(Laughter)
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(Naer)
00:48
He would have a great time.
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Tal oleks väga lõbus.
00:51
And of course, if you're a speaker here, like Hans Rosling,
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Ja muidugi, kui sa oled siin kõnelejaks - nagu Hans Rosling,
00:56
a speaker finds this complex, tricky. But in Hans Rosling's case,
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siis peaks ta seda arutlust keerukaks. Aga Hans Roslingul
01:01
he had a secret weapon yesterday,
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oli eile selle jaoks salarelv,
01:03
literally, in his sword swallowing act.
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sõna otseses mõttes, tema mõõganeelamise etteaste näol.
01:07
And I must say, I thought of quite a few objects
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Ja ma mõtlesin päris mitmele esemele,
01:09
that I might try to swallow today and finally gave up on,
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mida ma võiks proovida täna alla neelata, aga andsin lõpuks alla --
01:14
but he just did it and that was a wonderful thing.
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kuid tema tegi selle lihtsalt ära ja see oli imetore.
01:18
So Puck meant not only are we fools in the pejorative sense,
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Nii et Puck arvas, et me pole mitte ainult halvas mõttes rumalad
01:23
but that we're easily fooled. In fact, what Shakespeare
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vaid meid on ka kerge petta. Kusjuures, millele Shakespeare
01:27
was pointing out is we go to the theater in order to be fooled,
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viitas, oli see, et me käime teatris, et meid petetaks.
01:30
so we're actually looking forward to it.
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nii et me tegelikult ootamegi seda.
01:34
We go to magic shows in order to be fooled.
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Me käime mustkunsti etendustel selleks, et meid petetaks.
01:36
And this makes many things fun, but it makes it difficult to actually
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See teeb paljud asjad lõbusaks, kuid tegelikult on sedasi raske
01:44
get any kind of picture on the world we live in or on ourselves.
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luua mingi arusaam, millises maailmas me elame või kes me oleme.
01:48
And our friend, Betty Edwards,
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Ja meie sõber, Betty Edwards,
01:50
the "Drawing on the Right Side of the Brain" lady, shows these two tables
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proua "Joonistades Paremale Ajupoolkerale", näitab neid kahte lauda
01:53
to her drawing class and says,
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oma joonistamisklassile ja ütleb,
01:58
"The problem you have with learning to draw
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joonistama õppimise probleem
02:02
is not that you can't move your hand,
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pole selles, et sa ei oska oma kätt liigutada,
02:04
but that the way your brain perceives images is faulty.
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vaid selles, et viis kuidas aju kujutisi tajub, on vigane.
02:10
It's trying to perceive images into objects
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Aju üritab kujutluspilte objektidena tajuda
02:12
rather than seeing what's there."
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selle asemel, et näha seda, mis tegelikult on.
02:14
And to prove it, she says, "The exact size and shape of these tabletops
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Ja selle tõestamiseks ütleb ta, et nende kahe lauaplaadi mõõt ja kuju
02:19
is the same, and I'm going to prove it to you."
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on sama, ja ma kavatsen seda teile tõestada.
02:22
She does this with cardboard, but since I have
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Tema teeb seda papitükkidega, aga kuna mul on
02:25
an expensive computer here
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siin see kallis arvuti,
02:28
I'll just rotate this little guy around and ...
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siis keeran ma selle väikemehe lihtsalt ringi ja ....
02:34
Now having seen that -- and I've seen it hundreds of times,
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Olles seda näinud - ja ma olen seda näinud sadu kordi,
02:37
because I use this in every talk I give -- I still can't see
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kuna ma kasutan seda igas enda loengus -- ei taju ma siiani
02:41
that they're the same size and shape, and I doubt that you can either.
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et nad on sama suuruse ja kujuga, ja ma kahtlen kas teiegi tajute.
02:46
So what do artists do? Well, what artists do is to measure.
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Mida kunstnikud siis teevad? Kunstnikud mõõdavad.
02:51
They measure very, very carefully.
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Nad mõõdavad väga, väga hoolikalt.
02:53
And if you measure very, very carefully with a stiff arm and a straight edge,
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Ja kui sa mõõdad väga, väga hoolikalt - kindla käe ja sirge esemega,
02:57
you'll see that those two shapes are
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näed sa, et need kujundid on
02:59
exactly the same size.
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täpselt samade mõõtmetega.
03:02
And the Talmud saw this a long time ago, saying,
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ja Talmud nägi seda juba ammu, öeldes,
03:07
"We see things not as they are, but as we are."
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me ei näe asju mitte nii nagu nad on, vaid nii nagu meie oleme.
03:10
I certainly would like to know what happened to the person
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Ma tahaks kindlasti teada, mis juhtus selle inimesega
03:12
who had that insight back then,
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kes tabas seda juba nii kaua aega tagasi,
03:15
if they actually followed it to its ultimate conclusion.
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kui ta tõesti järgis selle mõtte lõplikku järeldust.
03:21
So if the world is not as it seems and we see things as we are,
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Nii, et kui maailm on kõigest näiline ja meie näeme asju läbi endi,
03:23
then what we call reality is a kind of hallucination
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siis see, mida me peame reaalsuseks, on justkui viirastus
03:29
happening inside here. It's a waking dream,
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mis eksisteerib meis endis. See on ärkvel olles une nägemine
03:32
and understanding that that is what we actually exist in
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Ja mõista, et see on see, milles me tegelikult eksisteerime
03:37
is one of the biggest epistemological barriers in human history.
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on üks suurimaid tunnetuslike barjääre inimkonna ajaloos.
03:42
And what that means: "simple and understandable"
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Ja mida see tähendab: "lihtne ja arusaadav"
03:44
might not be actually simple or understandable,
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ei pruugi tegelikult olla lihtne ega arusaadav,
03:47
and things we think are "complex" might be made simple and understandable.
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ja asju, mida me peame keerukateks võib saada teha lihtsateks ja arusaadavateks.
03:53
Somehow we have to understand ourselves to get around our flaws.
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Me peame mingil moel iseendast aru saama, et enda puudustest mööda pääseda.
03:57
We can think of ourselves as kind of a noisy channel.
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Me võime vaadelda ennast kui mürarohket raadiokanalit.
03:59
The way I think of it is, we can't learn to see
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Nii nagu mina seda mõistan, ei saa me nägema õppida,
04:04
until we admit we're blind.
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kuniks me ei tunnista, et oleme pimedad.
04:06
Once you start down at this very humble level,
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Niipea, kui sa sedavõrd alandlikult alustad,
04:10
then you can start finding ways to see things.
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saad sa asuda asjade nägemiseks viise otsima.
04:13
And what's happened, over the last 400 years in particular,
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Ja mis on viimase neljasaja aasta jooksul eelkõige juhtunud,
04:18
is that human beings have invented "brainlets" --
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on see, et inimene on leiutanud ajulisad:
04:21
little additional parts for our brain --
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väikesed lisaosad meie ajudele,
04:25
made out of powerful ideas that help us
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valmistatud võimsatest ideedest, mis aitavad meil
04:27
see the world in different ways.
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erinevatel viisidel maailma näha.
04:29
And these are in the form of sensory apparatus --
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Aistingseadme näol on need -
04:32
telescopes, microscopes -- reasoning apparatus --
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teleskoobid, mikroskoobid -- arutlusvahenditena on need
04:37
various ways of thinking -- and, most importantly,
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erinevad mõtlemisviisid ja kõige tähtsamana,
04:41
in the ability to change perspective on things.
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suutlikus asjade suhtes enda vaatenurka muuta.
04:45
I'll talk about that a little bit.
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Ma räägingi nüüd veidi sellest.
04:46
It's this change in perspective
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See vaatenurga muudatus,
04:48
on what it is we think we're perceiving
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ja see, mida me arvame end tajuvat,
04:51
that has helped us make more progress in the last 400 years
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on aidanud meil teha viimase neljasaja aasta jooksul rohkem edusamme,
04:56
than we have in the rest of human history.
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kui ülejäänud inimkonna ajaloo jooksul kokku.
04:58
And yet, it is not taught in any K through 12 curriculum in America that I'm aware of.
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Siiski ei õpetata seda minu teada mitte üheski Ameerika keskkoolis.
05:11
So one of the things that goes from simple to complex
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Üks asjadest, mis lihtsast keeruliseks muutub
05:13
is when we do more. We like more.
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on see, kui me teeme rohkem. Meile meeldib rohkem.
05:16
If we do more in a kind of a stupid way,
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Kui me teeme rohkem mingil rumalal moel,
05:19
the simplicity gets complex
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muutub lihtsus keeruliseks.
05:22
and, in fact, we can keep on doing it for a very long time.
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Kusjuures, me võime jätkata selle tegemist väga pikka aega.
05:27
But Murray Gell-Mann yesterday talked about emergent properties;
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Murray Gell-Mann rääkis eile esilekerkivatest omadustest.
05:30
another name for them could be "architecture"
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Teine nimi nende jaoks võiks olla "arhitektuur",
05:34
as a metaphor for taking the same old material
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mis on metafoor sama vana materjali võtmisele
05:38
and thinking about non-obvious, non-simple ways of combining it.
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ja ebaselgete või keeruliste viiside leidmisele selle kombineerimisel.
05:45
And in fact, what Murray was talking about yesterday in the fractal beauty of nature --
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Ja on tõesti nii, mida Murray eile looduse fraktaalsest ilust rääkides mainis,
05:53
of having the descriptions
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et looduses on kirjeldused
05:55
at various levels be rather similar --
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erinevatel tasemetel üpris sarnased,
05:59
all goes down to the idea that the elementary particles
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kõik taandub ideele, et pisimad osakesed
06:04
are both sticky and standoffish,
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on ühtaegu kleepuvad, samas üksteist eemale tõrjuvad,
06:07
and they're in violent motion.
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ja et nad on ägedas liikumises.
06:11
Those three things give rise to all the different levels
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Need kolm asja põhjustavadki kõikide erinevate tasandite tekke,
06:14
of what seem to be complexity in our world.
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mis näivad meie maailmas keerukusena.
06:20
But how simple?
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Kuid kui lihtne?
06:22
So, when I saw Roslings' Gapminder stuff a few years ago,
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Kui ma nägin paar aastat tagasi Roslingu Gapminderi kraami,
06:27
I just thought it was the greatest thing I'd seen
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tundus see mulle parim asi, mida ma olen näinud
06:29
in conveying complex ideas simply.
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keeruliste ideede lihtsatena kujutamisel.
06:34
But then I had a thought of, "Boy, maybe it's too simple."
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Aga siis tekkis mul mõte, et järsku on see liiga lihtne.
06:37
And I put some effort in to try and check
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Ja ma nägin pisut vaeva, et proovida ja kontrollida
06:42
to see how well these simple portrayals of trends over time
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kui hästi need muutuste lihtsustatud kujutised
06:46
actually matched up with some ideas and investigations from the side,
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tegelikult mõndade ideede ja kõrvutatud uuringutega kokku sobisid,
06:51
and I found that they matched up very well.
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ja ma leidsin, et need sobitusid väga hästi.
06:53
So the Roslings have been able to do simplicity
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Nii et Roslingud on suutnud luua lihtsuse
06:58
without removing what's important about the data.
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ilma, et andmetest midagi olulist kaduma oleks läinud.
07:02
Whereas the film yesterday that we saw
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Samas kui film, mida me eile nägime,
07:06
of the simulation of the inside of a cell,
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raku sees toimuva simulatsioonist
07:08
as a former molecular biologist, I didn't like that at all.
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ei meeldinud mulle endise molekulaarbioloogina kohe üldse.
07:14
Not because it wasn't beautiful or anything,
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Mitte, et see poleks ilus olnud või midagi,
07:16
but because it misses the thing that most students fail to understand
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vaid kuna see jättis välja selle, millest paljud õpilased aru ei saa,
07:21
about molecular biology, and that is:
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kui molekularbioloogiast räägitakse, ja see on:
07:24
why is there any probability at all of two complex shapes
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miks on üleüldse tõenäoline, et kaks keerulist vormi
07:29
finding each other just the right way
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üksteist just õigel moel leiavad
07:31
so they combine together and be catalyzed?
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nii et nad omavahel sobituvad ja reageerivad?
07:34
And what we saw yesterday was
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Ja mida me eile nägime oli see,
07:36
every reaction was fortuitous;
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et iga reaktsioon oli juhuslik.
07:39
they just swooped in the air and bound, and something happened.
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Nad lihtsalt sööstsid õhus ringi ja seondusid, ja midagi juhtus.
07:43
But in fact, those molecules are spinning at the rate of
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Aga tegelikult pöörlevad need molekulid sagedusega
07:47
about a million revolutions per second;
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mis on umbes miljon pööret sekundis.
07:50
they're agitating back and forth their size every two nanoseconds;
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Nad loksuvad kogu oma suurusega iga kahe nanosekundi tagant edasi-tagasi.
07:56
they're completely crowded together, they're jammed,
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Nad täielikult kobaras koos ja kinni kiilunud,
07:59
they're bashing up against each other.
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nad põrkuvad üksteise vastu.
08:02
And if you don't understand that in your mental model of this stuff,
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Ja kui sa seda enda antud temaatika vaimse mudeli raames ei mõista,
08:05
what happens inside of a cell seems completely mysterious and fortuitous,
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siis näib raku sees toimuv täiesti müstilise ja juhuslikuna.
08:10
and I think that's exactly the wrong image
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Ja ma arvan, et see on täiesti vale arusaam
08:12
for when you're trying to teach science.
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selleks, kui sa üritad õpetada teadust.
08:18
So, another thing that we do is to confuse adult sophistication
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Nii et teise asjana ajame me segamini täiskasvanu targutamise
08:23
with the actual understanding of some principle.
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ja mingi põhimõtte tegeliku mõistmise.
08:28
So a kid who's 14 in high school
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Nii et laps, kes on keskkoolis 14. aasatne
08:30
gets this version of the Pythagorean theorem,
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saab selle versiooni Pythagorase teoreemist
08:36
which is a truly subtle and interesting proof,
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mis on tõeliselt peen ja huvitav tõestus,
08:39
but in fact it's not a good way to start learning about mathematics.
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kuid mis tegelikult pole väga hea viis matemaatika õpingute alustamiseks.
08:46
So a more direct one, one that gives you more of the feeling of math,
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Nii et palju otsesem viis, mis tekitab palju rohkem matemaatika tunnetust,
08:51
is something closer to Pythagoras' own proof, which goes like this:
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on palju lähedasem Pythagorase enda tõestusele, mis on selline.
08:55
so here we have this triangle, and if we surround that C square with
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Meil on siin see komnurk, ja kui me ümbritseme selle C ruudu
09:01
three more triangles and we copy that,
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lisaks veel kolme kolmnurgaga ja kopeerime selle,
09:04
notice that we can move those triangles down like this.
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pane tähele, et me saame nihutada need kolmnurgad sedasi siia alla,
09:09
And that leaves two open areas that are kind of suspicious ...
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mis tekitab kaks vaba ala, mis on kuidagi kahtlustäratavad,
09:12
and bingo. That is all you have to do.
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ja bingo. Ja see on kõik mis sa pead tegema.
09:19
And this kind of proof is the kind of proof
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Ja see tõestus on selline tõestus
09:21
that you need to learn when you're learning mathematics
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mille sa pead ära õppima, kui sa õpid matemaatikat
09:24
in order to get an idea of what it means
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et aru saada, mida see tähendab
09:27
before you look into the, literally, 1,200 or 1,500 proofs
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enne kui sa vaatad, sõna otseses mõttes, 12. või 1500. tõestust
09:31
of Pythagoras' theorem that have been discovered.
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mis Pythagorase teoreemile on leitud.
09:37
Now let's go to young children.
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Räägime nüüd noortest lastest.
09:40
This is a very unusual teacher
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See on väga ebaharilik õpetaja
09:42
who was a kindergarten and first-grade teacher,
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kes oli lasteaiakasvataja ning esimese klassi õpetaja,
09:46
but was a natural mathematician.
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kuid oli loomupärane matemaatik.
09:48
So she was like that jazz musician friend you have who never studied music
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Nii et ta oli nagu see su jazzmuusikust sõber, kes pole kunagi muusikat õppinud,
09:53
but is a terrific musician;
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aga on suurepärane muusik.
09:55
she just had a feeling for math.
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Tal oli lihtsalt hea matemaatika vaist,
09:57
And here are her six-year-olds,
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ja siin on tema kuue aastased kasvandikud
10:00
and she's got them making shapes out of a shape.
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ja ta pani nad kujunditest kujundeid tegema
10:05
So they pick a shape they like -- like a diamond, or a square,
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Nad valivad endale meeldiva kujundi - rombi või ruudu,
10:07
or a triangle, or a trapezoid -- and then they try and make
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või kolmnurga või trapetsi - ja proovivad siis luua
10:10
the next larger shape of that same shape, and the next larger shape.
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suurema sama kujuga kujundi ja siis veel suurema.
10:14
You can see the trapezoids are a little challenging there.
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Ja nagu sa näed on trapetsid siin pisikeseks väljakutseks.
10:18
And what this teacher did on every project
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Ja mida see õpetaja iga projekti juures tegi
10:21
was to have the children act like first it was a creative arts project,
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oli see, et ta pani lapsed algul käituma nii nagu oleks see kunstiprojekt
10:26
and then something like science.
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ja siis pisut nagu teadus.
10:28
So they had created these artifacts.
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Nii et nad lõid need esemed.
10:30
Now she had them look at them and do this ... laborious,
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Nüüd palus ta neil neid vaadata ja sooritada töömahukas --
10:34
which I thought for a long time, until she explained to me was
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mis minu arvates, kuniks ta selle mulle ära seletas, oli
10:38
to slow them down so they'll think.
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neid aeglustav, nii et nad mõtleksid.
10:41
So they're cutting out the little pieces of cardboard here
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Nii et nad lõikavad siin välja pisikesi papitükke
10:44
and pasting them up.
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ja kleebivad need üles.
10:46
But the whole point of this thing is
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Kuid terve selle asja mõte on see,
10:50
for them to look at this chart and fill it out.
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et nad vaataksid seda tabelit ja täidaks selle ära.
10:53
"What have you noticed about what you did?"
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Mida sa enda tehtu osas märkasid?
10:57
And so six-year-old Lauren there noticed that the first one took one,
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Ja nii märkas kuue aastane Lauren, et esimese jaoks oli vaja ühte,
11:01
and the second one took three more
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ja teise jaoks oli vaja kolme veel,,
11:06
and the total was four on that one,
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ja et kokku oli selle jaoks nelja vaja.
11:08
the third one took five more and the total was nine on that one,
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Kolmanda jaoks oli vaja viis veel, ja kokku oli see üheksa selle peale.
11:12
and then the next one.
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ja siis järgmine.
11:13
She saw right away that the additional tiles that you had to add
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Nii et ta nägi koheselt, et lisatavate tükkide kogus
11:18
around the edges was always going to grow by two,
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äärte ümber kasvas alati kahe võrra.
11:22
so she was very confident about how she made those numbers there.
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Nii et ta oli nende numbrite märkimisel väga enesekindel.
11:25
And she could see that these were the square numbers up until about six,
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Ja ta nägi, et need olid numbrite ruudud - kuni kuueni.
11:30
where she wasn't sure what six times six was
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Seal polnud ta kindel, kui palju kuus korda kuus on
11:33
and what seven times seven was,
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ja palju seitse korda seitse on.
11:35
but then she was confident again.
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Kuid siis oli ta jälle enesekindel.
11:38
So that's what Lauren did.
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Nii et see oli see, mis Lauren tegi.
11:40
And then the teacher, Gillian Ishijima, had the kids
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Ja siis palus õpetaja, Gillian Ishijima, lastel
11:44
bring all of their projects up to the front of the room and put them on the floor,
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kõik oma tööd klassi ette tuua ja põrandale asetada.
11:47
and everybody went batshit: "Holy shit! They're the same!"
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Ja lapsed läksid elevile. Püha müristus! Kõik on ühesugused!
11:55
No matter what the shapes were, the growth law is the same.
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Olenemata kujundist on kasvuseadus sama.
11:59
And the mathematicians and scientists in the crowd
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Ja matemaatikud ja teadlased publiku seas
12:02
will recognize these two progressions
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tunnevad need kaks arengut ära
12:04
as a first-order discrete differential equation
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kui esimese järgu mittepideva diferentsiaalvõrrandi
12:07
and a second-order discrete differential equation,
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ja teise järgu mittepideva diferentsiaalvõrrandi.
12:12
derived by six-year-olds.
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Mille tuletasid kuue aastased.
12:16
Well, that's pretty amazing.
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See on päris muljetavaldav.
12:17
That isn't what we usually try to teach six-year-olds.
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See pole see, mida me tavaliselt kuue aastastele üritame õpetada.
12:20
So, let's take a look now at how we might use the computer for some of this.
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Vaatame nüüd, kuidas me võiksime millegi sellise jaoks arvutit kasutada.
12:27
And so the first idea here is
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Ja esimeseks ideeks on siin
12:31
just to show you the kind of things that children do.
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lihtsalt näidata teile asju, mida lapsed teevad.
12:35
I'm using the software that we're putting on the $100 laptop.
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Ma kasutan tarkvara, mille me paigutame 100 dollarilisele laptopile.
12:40
So I'd like to draw a little car here --
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Ja nüüd sooviks ma joonistada siia pisikese auto
12:46
I'll just do this very quickly -- and put a big tire on him.
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Ma teen selle ta kiiresti valmis. Teeme siia suured rattad ka.
12:59
And I get a little object here and I can look inside this object,
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Ja meil on nüüd see pisike objekt, ja me saame selle sisse vaadata.
13:03
I'll call it a car. And here's a little behavior: car forward.
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See on auto. Ja siin on üks pisike tegutsemismall - auto edasi liikumine
13:08
Each time I click it, car turn.
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Auto pöörab iga kord, kui ma siia klõpsan
13:11
If I want to make a little script to do this over and over again,
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Kui ma tahaks luua väikese programmi, et seda korduvalt teha
13:13
I just drag these guys out and set them going.
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tõstan ma need tüübid siit lihtsalt välja ja panen nad tööle
13:20
And I can try steering the car here by ...
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Ja ma võin proovida autot juhtida --
13:23
See the car turn by five here?
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näete autot viie ühiku võrra keeramas?
13:25
So what if I click this down to zero?
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Aga mis juhtub, kui ma kerin selle siin nulli?
13:28
It goes straight. That's a big revelation for nine-year-olds.
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Nüüd sõidab see otse. Üheksa aastaste jaoks on see juba pisike avastus.
13:33
Make it go in the other direction.
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Paneme selle teises suunas liikuma
13:35
But of course, that's a little bit like kissing your sister
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Kuid see on pisut nagu enda õe suudlemine,
13:37
as far as driving a car,
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kuniks me räägime auto juhtimisest.
13:40
so the kids want to do a steering wheel;
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Nii et lapsed tahaksid pigem ehitada rooli.
13:43
so they draw a steering wheel.
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Nii et nad joonistavad rooli.
13:46
And we'll call this a wheel.
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Ja me ristime selle rooliks.
13:51
See this wheel's heading here?
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ja kas te näete seda rooli suunda siin?
13:55
If I turn this wheel, you can see that number over there going minus and positive.
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rooli pöörates on näha, kuidas see number seal negatiivseks ja positiivseks muutub.
14:00
That's kind of an invitation to pick up this name of
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See on osati nagu kutse, et me võtaks selle nimetuse
14:02
those numbers coming out there
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mis seal antud numbrite kohta käib
14:05
and to just drop it into the script here,
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ja asetaks selle enda programmi siin.
14:07
and now I can steer the car with the steering wheel.
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Ja nüüd saan ma autot rooliga juhtida.
14:12
And it's interesting.
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Ja see on huvitav.
14:14
You know how much trouble the children have with variables,
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Te ju teate kui palju on lastel probleeme matemaatiliste muutujatega
14:17
but by learning it this way, in a situated fashion,
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aga kui seda sellisel konteksti paigutatud viisil õppida,
14:19
they never forget from this single trial
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ei unusta nad pärast esimest katset kunagi,
14:22
what a variable is and how to use it.
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mis muutuja on ja kuidas seda kasutada.
14:25
And we can reflect here the way Gillian Ishijima did.
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Ja me saame siin matkida seda, mida Gillian IIshijima tegi.
14:27
So if you look at the little script here,
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Kui me vaatame seda pisikest programmi siin,
14:29
the speed is always going to be 30.
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siis kiirus on siin alati 30 ühikut.
14:31
We're going to move the car according to that over and over again.
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Me liigutame autot sellele vastavalt
14:36
And I'm dropping a little dot for each one of these things;
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Ja ma joonistan iga sellise liigutuse järel pisikese täpi.
14:40
they're evenly spaced because they're 30 apart.
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Nad on ühtlaste vahedega, kuna nende vahel on 30 ühiikut.
14:43
And what if I do this progression that the six-year-olds did
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Ja kui ma rakendan siin seda arengut, mida kuue aastased kasutasid
14:46
of saying, "OK, I'm going to increase the speed by two each time,
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öeldes, okei, ma suurendan iga kord kiirust kahe ühiku võrra,
14:51
and then I'm going to increase the distance by the speed each time?
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ja siis ma suurendan iga kord kiiruse jagu distantsi?
14:54
What do I get there?"
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Mis ma siis tulemuseks saan?
14:58
We get a visual pattern of what these nine-year-olds called acceleration.
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Ma saan nähtava mustri, mida need üheksa aastased nimetasid kiirenduseks.
15:05
So how do the children do science?
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Niisiis, kuidas lapsed teadusega tegelesid?
15:08
(Video) Teacher: [Choose] objects that you think will fall to the Earth at the same time.
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(Video) Õpetaja: Objektid, mis sa arvad, et kukuvad üheaegselt maa poole -
15:11
Student 1: Ooh, this is nice.
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Laps: See on äge.
15:18
Teacher: Do not pay any attention
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Õpetaja: Ärge pöörake sellele tähelepanu,
15:20
to what anybody else is doing.
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mida teised teevad.
15:35
Who's got the apple?
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Kellel on õun?
15:37
Alan Kay: They've got little stopwatches.
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Alan Kay: Neil on pisikesed stopperid.
15:44
Student 2: What did you get? What did you get?
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Õpetaja: Palju sa saad? Palju sa said?
15:46
AK: Stopwatches aren't accurate enough.
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AK: Stopperid pole piisavalt täpsed.
15:49
Student 3: 0.99 seconds.
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Tüdruk: 0,99 sekundit.
15:52
Teacher: So put "sponge ball" ...
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Õpetaja:
15:56
Student 4l: [I decided to] do the shot put and the sponge ball
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Tüdruk: Meil oli teraskuul ja käsnapall,
15:59
because they're two totally different weights,
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kuna nad on täiesti erineva kaaluga.
16:02
and if you drop them at the same time,
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Ja kui sa lased neil samaaegselt kukkuda,
16:04
maybe they'll drop at the same speed.
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siis võibolla kukuvad nad sama kiirusega.
16:06
Teacher: Drop. Class: Whoa!
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Õpetaja: Kukutage.
16:10
AK: So obviously, Aristotle never asked a child
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AK: Ilmselt ei küsinud Aristoteles üheltki lapselt kunagi
16:13
about this particular point
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antud teema kohta,
16:16
because, of course, he didn't bother doing the experiment,
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kuna ta ei vaevunud eksperimenteerima,
16:18
and neither did St. Thomas Aquinas.
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ja seda ei teinud ka St. Thomas Aquinas.
16:20
And it was not until Galileo actually did it
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Ja seda polnud enne juhtunud, kuniks Galileo seda lõpuks tegi,
16:22
that an adult thought like a child,
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et täiskasvanu oleks mõtelnud nagu laps
16:25
only 400 years ago.
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Ja see oli kõigest 400 aastat tagasi.
16:28
We get one child like that about every classroom of 30 kids
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Meil on üks selline laps iga 30-pealise klassi kohta
16:32
who will actually cut straight to the chase.
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kes jõuab koheselt asja tuumani.
16:35
Now, what if we want to look at this more closely?
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Nüüd, mis juhtub, kui me tahame seda pisut lähemalt uurida?
16:38
We can take a movie of what's going on,
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Me võime võtta filmi sellest, mis toimub,
16:41
but even if we single stepped this movie,
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Aga isegi kui me seda filmi kaaderhaaval vaataks
16:43
it's tricky to see what's going on.
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on toimuvat keerukas jälgida.
16:45
And so what we can do is we can lay out the frames side by side
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Mida me saame need kaadrid kõrvuti asetada
16:48
or stack them up.
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või virna laduda.
16:50
So when the children see this, they say, "Ah! Acceleration,"
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Ning kui lapsed seda näevad, ütlevad nad, "Aaa, kiirendus,"
16:55
remembering back four months when they did their cars sideways,
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meenutades enda autoga tehtud eksperimenti neli kuud tagasi
16:58
and they start measuring to find out what kind of acceleration it is.
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ja nad hakkavad mõõtma, et teada saada, millise kiirendusega on tegu.
17:04
So what I'm doing is measuring from the bottom of one image
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Nii et mida ma teen on see, et ma mõõdan vahemaad ühe pildi allosast
17:10
to the bottom of the next image, about a fifth of a second later,
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järgmise pildi allosani, umbes viiendik sekundit hiljem,
17:15
like that. And they're getting faster and faster each time,
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sedasi, ja nad muutuvad üha kiiremaks ja kiiremaks.
17:17
and if I stack these guys up, then we see the differences; the increase
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ja kui ma need tegelased virna laon, siis näeme me erinevusi. Kiirus
17:27
in the speed is constant.
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suureneb võrdsete sammudena.
17:30
And they say, "Oh, yeah. Constant acceleration.
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Ja nemad ütlevad, ahaa, ühtlane kiirendus.
17:32
We've done that already."
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Me oleme seda juba teinud
17:34
And how shall we look and verify that we actually have it?
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Ja kuidas me saaksime selle õigsust näha ja kontrollida?
17:42
So you can't tell much from just making the ball drop there,
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Ei saa just palju öelda, kui me laseme sellel pallil siin langeda,
17:47
but if we drop the ball and run the movie at the same time,
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aga kui me laseme pallil langeda ja mängime samal ajal seda filmiklippi,
17:53
we can see that we have come up with an accurate physical model.
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on näha, et me oleme jõudnud täpse füüsikamudelini
18:00
Galileo, by the way, did this very cleverly
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Galileo, muuesas, tegi seda väga kavalalt
18:04
by running a ball backwards down the strings of his lute.
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lastes pallil tagurpidi piki oma lauto keeli veereda
18:07
I pulled out those apples to remind myself to tell you that
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Ma tõstin need õunad ka siia, et ma ei unustaks teile öelda,
18:12
this is actually probably a Newton and the apple type story,
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et see on tegelikult rohkem "Newton ja õun" tüüpi lugu
18:17
but it's a great story.
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aga see on siiski suurepärane lugu.
18:19
And I thought I would do just one thing
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Ja ma mõtlesin et ma teen kõigest ühte asja
18:21
on the $100 laptop here just to prove that this stuff works here.
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selle 100 dollarise laptopiga siin, lihtsalt et tõestada, et see töötab siin ka.
18:31
So once you have gravity, here's this --
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Nii, et kui sul on gravitatsioon, siin on see --
18:34
increase the speed by something,
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suurenda kiirust millegi võrra
18:36
increase the ship's speed.
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suurenda laeva kiirust.
18:39
If I start the little game here that the kids have done,
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kui ma käivitan selle pisikese laste loodud mängu siin,
18:42
it'll crash the space ship.
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siis see kosmoselaev puruneb.
18:44
But if I oppose gravity, here we go ... Oops!
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aga kui ma hakkan gravitatsioonile vastu, vot sedasi -- oih!
18:48
(Laughter)
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(Naer)
18:50
One more.
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Proovime uuesti.
18:54
Yeah, there we go. Yeah, OK?
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Näed, nüüd läheb hästi. Jah. Sobib?
18:59
I guess the best way to end this is with two quotes:
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Ma arvan, et parim viis on lõpetada kahe tsitaadiga
19:06
Marshall McLuhan said,
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Marshall McLuhan ütles,
19:08
"Children are the messages that we send to the future,"
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"Lapsed on sõnumid, mis me tulevikku saadame."
19:12
but in fact, if you think of it,
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Kuid tegelikult, kui sa sellele mõtlema hakkad,
19:14
children are the future we send to the future.
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on lapsed tulevikku saadetav tulevik.
19:16
Forget about messages;
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Unustage sõnumid.
19:19
children are the future,
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Lapsed ongi tulevik.
19:22
and children in the first and second world
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Ja esimeste ja teiste maade lapsed,
19:24
and, most especially, in the third world
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ja eriti veel arengumaade lapsed,
19:27
need mentors.
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vajavad mentoreid.
19:29
And this summer, we're going to build five million of these $100 laptops,
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Ja see suvi ehitame me 5 miljonit sellist 100. dollarist sülearvutit
19:34
and maybe 50 million next year.
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ja järgmisel aastal umbes 50 miljonit.
19:36
But we couldn't create 1,000 new teachers this summer to save our life.
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Kuid me ei suutnud see suvi luua enda elu päästmiseks tuhandeid uusi õpetajaid.
19:43
That means that we, once again, have a thing where we can put technology out,
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Ja see tähendab, et meil on jällegi koht, kus me saame tehnoloogiat rakendada,
19:49
but the mentoring that is required to go
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aga nõustamine, mida on vaja et minna
19:52
from a simple new iChat instant messaging system
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lihtsast uuest iChat sõnumside süsteemist
19:57
to something with depth is missing.
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üle millegile sisukale, on puudu.
19:59
I believe this has to be done with a new kind of user interface,
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Mina arvan, et seda on vaja teha uut tüüpi kasutajaliidesega.
20:02
and this new kind of user interface could be done
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Ja sellist uut tüüpi kasutajaliidest on võimalik luua
20:06
with an expenditure of about 100 million dollars.
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kulutusega, mis on umbes 100 miljonit dollarit.
20:11
It sounds like a lot, but it is literally 18 minutes of what we're spending in Iraq --
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See kõlab nagu palju, aga see on täpselt 18 minutit sellest, mis me Iraagis kulutame.
20:18
we're spending 8 billion dollars a month; 18 minutes is 100 million dollars --
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Me kulutame 8 miljardit dollarit kuus. 18 minutit on 100 miljonit dollarit.
20:23
so this is actually cheap.
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Nii et see on tegelikult odav.
20:25
And Einstein said,
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Ja Einstein ütles,
20:29
"Things should be as simple as possible, but not simpler."
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"Kõik peaks olema võimalikult lihtne, kuid mitte lihtsam."
20:32
Thank you.
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Ma tänan teid.
ABOUT THE SPEAKER
Alan Kay - Educator and computing pioneerOne of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind.
Why you should listen
"The best way to predict the future is to invent it." Alan Kay not only coined this favorite tech-world adage, but has proven its truth several times. A true polymath, as well as inventor, he has combined engineering brilliance with knowledge of child development, epistemology, molecular biology and more.
In the 1960s, Kay joined the computer team at XeroxPARC, where he worked on world-changing inventions like the graphical interface, object-oriented programming, and the personal computer itself. Later, at Apple, Atari, HP, Disney, and now at his own nonprofits, he has helped refine the tools he anticipated long before they were realized.
As the industry has blossomed, however, Kay continues to grapple with the deeper purpose of computing, struggling to create the machine that won't only recapitulate patterns in the world as we know it but will teach both children and adults to think, to see what otherwise is beyond them.
Alan Kay | Speaker | TED.com