TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson di que as escolas matan a creatividade
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Sir Ken Robinson defende de xeito entretido e profundamente conmovedor a creación dun sistema educativo que potencie (en vez de minar) a creatividade.
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:24
Good morning. How are you?
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Bo día. Como estades? Está sendo estupendo, verdade?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Impresionoume moitísimo todo isto.
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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De feito, vou marchar. (Sorrisos)
00:36
(Laughter)
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Houbo tres temas, verdade?
00:42
There have been three themes
running through the conference
running through the conference
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repetíndose ao longo da conferencia, que son relevantes
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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para o que que quero dicir.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Un é a proba extraordinaria da creatividade humana
00:52
in all of the presentations that we've had
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en todas as presentacións que tivemos
00:54
and in all of the people here.
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e en toda a xente que está aquí. Simplemente a variedade
00:56
Just the variety of it
and the range of it.
and the range of it.
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e a amplitude da mesma. O segundo é que
01:00
The second is
that it's put us in a place
that it's put us in a place
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isto nos sitúa nun lugar no que non temos a menor idea do que vai acontecer,
01:02
where we have no idea
what's going to happen,
what's going to happen,
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01:04
in terms of the future.
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en termos do futuro. Nin idea
01:06
No idea how this may play out.
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sobre como isto vai evoluir.
01:09
I have an interest in education.
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A min interésame a educación --
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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de feito, o que noto é que todo o mundo está interesado na educación.
Non credes? Penso que isto é moi interesante.
01:15
Don't you?
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01:16
I find this very interesting.
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Se estás nunha cea dunha festa, e dis
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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que traballas na educación --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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realmente, non estás moito en festas, francamente, se traballas na educación.
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
you're not asked.
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(Sorrisos) Non vos convidan.
01:31
(Laughter)
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E nunca voltades a ser convidados, curiosamente. Non o entendo.
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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Mais se estivérades e lle dixérades a alguén,
é dicir, eles preguntan, "A que te adicas?"
01:40
you know, they say, "What do you do?"
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e respondes que traballas na educación,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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podes ver o sangue escapar da súa cara. Están pensando:
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"Meu deus,", xa sabedes, "Por que eu? A única noite que saio en toda a semana." (Sorrisos)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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Mais se preguntas sobre a súa educación,
01:54
But if you ask about their education,
they pin you to the wall.
they pin you to the wall.
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arrincónanche contra a parede. Porque é unha desas cousas
01:57
Because it's one of those things
that goes deep with people, am I right?
that goes deep with people, am I right?
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que a xente leva no máis fondo, estou no certo?
Como a relixión, o diñeiro e outras cousas.
02:01
Like religion, and money and other things.
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Teño moito interese na educación, e penso que todos o temos.
02:04
So I have a big interest in education,
and I think we all do.
and I think we all do.
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Temos un enorme interese persoal nela,
02:08
We have a huge vested interest in it,
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en parte porque é a educación o que se supón que
02:10
partly because it's education
that's meant to take us into this future
that's meant to take us into this future
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nos levará nese futuro que non podemos comprender.
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
children starting school this year
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Se o pensades, os nenos que comezan a escola este ano
retiraranse no 2065. Ninguén ten nin idea -
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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a pesar de todo o coñecemento que leva desfilado nos últimos catro días -
02:25
despite all the expertise that's been
on parade for the past four days,
on parade for the past four days,
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de como vai ser o mundo
02:29
what the world will look like
in five years' time.
in five years' time.
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dentro de cinco anos. E a pesar diso suponse
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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que estamos educándoos para iso. Así que o impredecíbel, penso,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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é extraordinario.
02:36
And the third part of this
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E a terceira parte disto é que
02:38
is that we've all agreed, nonetheless,
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todos estivemos dacordo, a pesar de todo, sobre
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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as capacidades realmente extraordinarias que teñen os nenos -
02:45
their capacities for innovation.
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as súas capacidades para a innovación. Quero dicir, Sirena a pasada noite foi unha marabilla,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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non si? Simplemente ver o que ela pode facer.
02:50
Just seeing what she could do.
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E ela é excepcional, pero eu penso que non o é, por dicilo dalgún xeito,
02:52
And she's exceptional, but I think
she's not, so to speak,
she's not, so to speak,
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02:57
exceptional in the whole of childhood.
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non é excepcional entre todos os nenos.
O que tedes aí é unha persoa de dedicación extraordinaria
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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que atopou un talento. E a miña teoría é,
03:03
who found a talent.
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que todos os nenos teñen talentos fantásticos.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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E dilapidámolos, sen piedade.
03:07
And we squander them, pretty ruthlessly.
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Así que quero falar sobre educación e
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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quero falar sobre creatividade. A miña teoría é que
03:13
My contention is that creativity now
is as important in education as literacy,
is as important in education as literacy,
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a creatividade é tan importante na educación como a alfabetización,
e deberíamos darlle o mesmo status.
03:19
and we should treat it
with the same status.
with the same status.
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(Aplausos) Grazas. Iso era todo, por certo.
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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Moitas grazas. (Sorrisos) Ben, quedan 15 minutos.
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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Ben, eu nacín... non. (Sorrisos)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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Escoitei unha gran historia recentemente -- encántame contala --
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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dunha nena pequena que estaba nunha lección de debuxo. Tiña seis anos
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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e estaba ao fondo, debuxando,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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e a mestra díxo que esta neniña case nunca
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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atendía, e nesta clase de debuxo fíxoo.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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A mestra estaba fascinada e achegouse a ela
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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e dixo, "Que estás a debuxar?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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E a nena dixo, "Estou debuxando unha imaxe de Deus."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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E a mestra dixo, "Pero ninguén sabe como é Deus."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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E a nena dixo, "Saberán nun minuto."
04:09
(Laughter)
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(Sorrisos)
Cando o meu fillo tiña catro anos en Inglaterra --
04:20
When my son was four in England --
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de feito tiña catro en todas partes, a verdade. (Sorrisos)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Se somos estrictos sobre o tema, onde queira que fomos, tiña catro aquel ano.
04:25
(Laughter)
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04:27
If we're being strict about it,
wherever he went, he was four that year.
wherever he went, he was four that year.
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Estaba na representación da Natividade.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Lembrades a historia? Non, foi famosa.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Foi unha historia famosa. Mel Gibson fixo a secuela.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Quizais a vísedes: "Natividade II". Pero a James tocoulle a parte de Xosé,
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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polo que estábamos encantados.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Consideramos que era un dos papeis principais.
Tíñamos todo o lugar cheo de axentes con camisetas:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"James Robinson É Xosé!" (Sorrisos)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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El non tivo que falar, pero sabedes o momento
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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no que os tres reis magos chegan. Chegan cos agasallos,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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traen ouro, incenso e mirra.
04:59
This really happened.
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Isto aconteceu realmente. Estabamos sentados aló
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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e penso que se enganaron,
porque falamos co neniño despois e dixemos,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Está todo correcto?" E dixo, "Si, por que? Que estivo mal?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Simplemente confundíranse, iso foi todo.
05:09
They just switched.
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De calquera xeito, os nenos entraron --
05:10
The three boys came in,
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nenos de catro anos con panos de cociña nas súas cabezas --
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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e pousaron as caixas no chan,
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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e o primeiro neno dixo, "Traio ouro."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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E o segundo neno dixo, "Traio mirra."
05:20
And the third boy said, "Frank sent this."
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E o terceiro neno dixo, "Frank manda isto." (Sorrisos) (en inglés rima con incenso)
05:22
(Laughter)
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05:34
What these things have in common
is that kids will take a chance.
is that kids will take a chance.
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O que estas cousas teñen en común é que os nenos van probar sorte.
Se non saben, tentarano igual.
05:37
If they don't know, they'll have a go.
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Non estou no certo? Non teñen medo de estar equivocados.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Agora ben, non estou a dicir que estar equivocado sexa a mesma cousa que ser creativo.
05:44
I don't mean to say that being wrong
is the same thing as being creative.
is the same thing as being creative.
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O que sabemos é,
05:48
What we do know is,
if you're not prepared to be wrong,
if you're not prepared to be wrong,
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que se non estás preparado para equivocarte,
05:52
you'll never come up
with anything original --
with anything original --
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nunca proporás nada orixinal.
05:54
if you're not prepared to be wrong.
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Se non estás preparado para estar equivocado. E en canto chegan a ser adultos,
05:56
And by the time they get to be adults,
most kids have lost that capacity.
most kids have lost that capacity.
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a maior parte dos nenos perden esa capacidade.
Pasaron a ter medo a equivocarse.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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E diriximos as empresas así, por certo.
06:03
And we run our companies like this.
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Estigmatizamos os erros. E temos agora
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
national education systems
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sistemas nacionais de educación onde
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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os erros son a peor cousa que se pode facer.
06:12
And the result is that
we are educating people
we are educating people
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E o resultado é que estamos a educar á xente para que perda
06:15
out of their creative capacities.
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as súas capacidades creativas. Picasso dixo isto unha vez.
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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Dixo que todos os nenos nacen artistas.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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O problema é seguir sendo artista ao medrar. Creo nisto apaixoadamente,
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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que non medramos na creatividade,
medramos perdéndoa. Ou mellor dito, somos educados para perdela.
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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E por que acontece isto?
06:33
So why is this?
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Vivín en Stratford-on-Avon ata fai cinco anos.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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De feito, mudámonos de Stratford a Los Ángeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Así que vos podedes imaxinar que transición máis doada foi.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Sorrisos) De feito,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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vivimos nun lugar chamado Snitterfield,
xusto ao sair de Stratford, que é onde
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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o pai de Shakespeare naceu. Acábavos de invadir un novo pensamento? A min pasoume.
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Nunca se pensa que Shakespeare tivese un pai, verdade?
Verdade? Porque nunca se pensa que
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
of Shakespeare being a child, do you?
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Shakespeare fose un neno, verdade?
07:01
Shakespeare being seven?
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Shakespeare con sete anos? Nunca pensei niso. Quero dicir, tivo
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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sete anos nalgún momento. Estivo na
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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clase de inglés dalquén, non? Como de molesto sería iso?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Sorrisos) "Precisa mellorar." Cando o seu pai o manda a durmir, por exemplo,
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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a Shakespeare, "Vai á cama, agora,"
a William Shakespeare, "e deixa o lapiz apoiado.
07:32
And put the pencil down."
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E deixa de falar así. Está confundindo a todo o mundo."
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(Sorrisos)
07:42
(Laughter)
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En calquera caso, movímonos de Stratford a Los Ángeles
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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e só quero dicir unhas palabras sobre a transición, de feito.
07:53
and I just want to say a word
about the transition.
about the transition.
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O meu fillo non quería vir.
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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Teño dous fillos. El ten 21 agora; a miña filla 16.
08:00
He didn't want to come to Los Angeles.
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El non quería vir a Los Ángeles. Encantáballe,
pero tiña unha noiva en Inglaterra. O amor da súa vida, Sarah.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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Coñecíaa dende facía un mes.
08:08
He'd known her for a month.
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Tede en conta, que tiveran xa o seu cuarto aniversario,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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porque é moito tempo cando tes 16.
08:13
because it's a long time when you're 16.
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En calquera caso, estaba moi enfadado no avión,
08:16
He was really upset on the plane,
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e dixo, "Nunca atoparei outra rapaza como Sarah."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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E estábamos encantados con iso, francamente,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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porque ela era a principal razón pola que estabamos a deixar o país.
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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(Sorrisos)
08:34
(Laughter)
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Mais algo sorpréndeche cando te trasladas a América
e cando viaxas polo mundo:
08:40
But something strikes you
when you move to America
when you move to America
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Todo sistema educativo na terra ten a mesma xerarquía de contidos.
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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Todos. Independentemente de a onde vaias.
08:47
Every one. Doesn't matter where you go.
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Un pensaría que sería diferente, pero non o é.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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2270
No cumio están as matemáticas e as linguas,
08:51
At the top are mathematics and languages,
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despois veñen as humanidades, e abaixo de todo as artes.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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En calquera lugar da terra.
08:56
Everywhere on Earth.
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E en case calquera sistema tamén,
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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existe unha xerarquía dentro das artes.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Arte e música teñen normalmente un estatus superior nas escolas
que drama ou baile. Non existe un sistema educativo no planeta
09:04
than drama and dance.
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1167
09:05
There isn't an education
system on the planet
system on the planet
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que ensine baile todos os días aos nenos
09:07
that teaches dance everyday to children
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do xeito que o facemos cosas matemáticas. Por que?
09:09
the way we teach them mathematics. Why?
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Porque non? Penso que é bastante importante.
09:12
Why not? I think this is rather important.
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Penso que as matemáticas son moi importantes, pero tamén o é o baile.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Os nenos bailan todo o tempo se se lles deixa, todos facémolo.
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
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Todos temos corpos, non? Perdínme unha reunión?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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09:23
(Laughter)
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(Sorrisos) Sinceramente, o que ocorre é,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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que cando os nenos medran, comezamos a educalos
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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progresivamente da cintura para arriba. E entón enfocámonos nas súas cabezas.
09:31
And then we focus on their heads.
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E un pouco cara a un lado.
09:33
And slightly to one side.
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Se estivésedes visitando a educación, como un extraterrestre,
09:35
If you were to visit
education, as an alien,
education, as an alien,
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09:38
and say "What's it for, public education?"
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e dixérades "Para que é, a educación pública?"
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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Penso que teríades que concluir -- se mirades o resultado,
a quen realmente triunfa nisto,
09:43
who really succeeds by this,
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quenes fan todo o que deberían,
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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2731
quenes levan todos os puntos, os que son os triunfadores --
09:49
I think you'd have to conclude
the whole purpose of public education
the whole purpose of public education
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penso que teríades que concluir que o propósito da educación pública
en todo o mundo
09:53
throughout the world
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é producir profesores universitarios. Verdade?
09:54
is to produce university professors.
209
570239
1953
09:56
Isn't it?
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1311
09:57
They're the people who come out the top.
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1983
Son as persoas que chegan ao cumio.
09:59
And I used to be one, so there.
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2179
E eu soía ser un, nin máis nin menos. (Sorrisos)
10:01
(Laughter)
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E gústanme os profesores universitarios, pero sabedes,
10:04
And I like university
professors, but you know,
professors, but you know,
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3101
10:07
we shouldn't hold them up
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1475
non deberíamos consideralos a cota máis alta dos logros da humanidade.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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2931
10:12
They're just a form of life,
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1976
Son simplemente un xeito de vida,
10:14
another form of life.
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outro xeito de vida. Pero son bastante curiosos,
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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3298
e digo isto con afecto cara a eles.
Hai algo curioso nos profesores, na miña experiencia --
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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non todos eles, mais típicamente -- viven nas súas cabezas.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
Viven aí enriba, e lixeiramente cara a un lado.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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2143
Son incorpóreos, sabedes, dun xeito bastante literal.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
Consideran o seu corpo
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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3093
un medio de transporte para as súas cabezas, non credes?
10:34
(Laughter)
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6166
10:40
Don't they?
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1016
(Sorrisos) É un medio para levar ás súas cabezas a reunións.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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617240
2222
10:43
(Laughter)
228
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5512
Se queredes proba real de experiencias extracorpóreas,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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por certo, ide a unha conferencia con aloxamento
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
de académicos senior,
e pasade pola discoteca na última noite.
10:56
and pop into the discotheque
on the final night.
on the final night.
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2243
10:58
(Laughter)
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2801
(Sorrisos) E alí o veredes -- homes e mulleres maduros
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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4118
retorcéndose incontrolábelmente, fora de ritmo,
11:07
(Laughter)
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esperando a que remate para poder ir á casa e escreber un artigo sobre iso.
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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3325
O noso sistema educativo está baseado na idea da aptitude académica.
11:13
(Laughter)
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1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
238
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3843
E hai unha razón.
11:19
And there's a reason.
239
655035
1241
Todo o sistema foi inventado -- en todo o mundo, non había
11:20
Around the world, there were
no public systems of education,
no public systems of education,
240
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3556
sistemas de educación públicos, realmente, antes do século XIX.
11:23
really, before the 19th century.
241
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2106
Todos nacen
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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2957
para satisfacer as necesidades do industrialismo.
De xeito que a xerarquía está enraizada en dúas ideas.
11:29
So the hierarchy is rooted on two ideas.
243
665269
2163
Primeiro, que as asignaturas máis útiles para o traballo
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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667456
4597
están no cumio. Así que seguramente mantivéronvos alonxados benévolamente
11:36
So you were
probably steered benignly away
probably steered benignly away
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672077
2031
de cousas na escola cando erades nenos, cousas que vos gustaban,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
246
674132
2934
coa xustificación de que
nunca teríades un traballo facendo iso. É así?
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
247
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3386
Non fagas música, non vas ser un músico;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
248
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2381
non fagas arte, non vas ser un artista.
11:46
don't do art, you won't be an artist.
249
682905
1801
11:48
Benign advice -- now, profoundly mistaken.
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3420
Consello benigno -- mais profundamente equivocado. O mundo enteiro
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
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2145
está sumido nunha revolución.
E o segundo é a aptitude académica, que ten chegado a dominar
11:54
And the second is academic ability,
252
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2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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2885
a nosa visión da intelixencia,
porque as universidades deseñaron o sistema á súa imaxe.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Se o pensades, todo o sistema
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
255
698300
3494
de educación pública en todo o mundo é un alongado proceso
de entrada na universidade.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
E a consecuencia é que moitas persoas con talento,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
704068
2333
brillantes e creativas, pensan que non o son,
12:10
brilliant, creative
people think they're not,
people think they're not,
258
706425
2435
porque a cousa na que destacaban na escola
12:12
because the thing
they were good at at school
they were good at at school
259
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2138
non se valoraba, ou estaba estigmatizada.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
260
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
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2296
E penso que non nos podemos permitir ir por ese camiño.
12:19
In the next 30 years, according to UNESCO,
262
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2464
Nos próximos 30 anos, según a UNESCO,
vaise graduar máis xente no mundo
12:22
more people worldwide will be graduating
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2810
no sistema educativo da que o fixo dende o comezo da historia.
12:25
through education
than since the beginning of history.
than since the beginning of history.
264
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2546
Máis xente, e é a combinación
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
265
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3681
de todas as cousas das que falamos --
a tecnoloxía e o seu efecto transformador no traballo, e a demografía
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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3048
e a enorme explosión da poboación.
12:34
and the huge explosion in population.
267
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1804
De súpeto, os títulos non serven para nada. Non é certo?
12:36
Suddenly, degrees aren't worth anything.
268
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2865
Cando era un estudante, se tiñas un título, tiñas un traballo.
12:39
Isn't that true?
269
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1380
12:40
When I was a student,
if you had a degree, you had a job.
if you had a degree, you had a job.
270
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2753
Se non tiñas un traballo era porque non o querías.
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
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2776
E eu, non o quería, francamente. (Sorrisos)
12:46
And I didn't want one, frankly. (Laughter)
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2676
12:49
But now kids with degrees
273
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4074
Mais agora os rapaces con títulos moitas veces
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
749098
3045
vanse á casa para seguir a xogar cos videoxogos,
porque precisas unha licenciatura onde o traballo anterior precisaba unha diplomatura,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
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3198
e agora precisas un doutoramento para o outro.
12:59
and now you need a PhD for the other.
276
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1787
É un proceso de inflación académica.
13:01
It's a process of academic inflation.
277
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1776
13:03
And it indicates the whole
structure of education
structure of education
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2376
E indica que toda a estructura educativa
está mudando diante do noso nariz. Temos que repensar radicalmente
13:05
is shifting beneath our feet.
279
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1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
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2620
a nosa visión da inteligencia.
Sabemos tres cousas sobre a intelixencia.
13:09
We know three things about intelligence.
281
765501
1995
Unha, que é diversa. Pensamos sobre o mundo de todos os xeitos
13:11
One, it's diverse.
282
767520
1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
en que o experimentamos. Pensamos visualmente,
pensamos en sóns, pensamos kinestésicamente.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
771800
2976
Pensamos en termos abstractos, pensamos en movemento.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
Segunda, que a intelixencia é dinámica.
13:21
Secondly, intelligence is dynamic.
286
777246
1754
Se miramos as interacións do cerebro humano, tal e como escoitamos
13:23
If you look at the interactions
of a human brain,
of a human brain,
287
779587
2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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2976
onte en varias presentacións,
13:29
intelligence is wonderfully interactive.
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1976
a intelixencia é marabillosamente interactiva.
13:31
The brain isn't divided into compartments.
290
787000
2238
O cerebro non está dividido en compartimentos.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
De feito, a creatividade -- que eu defino como o proceso
13:37
of having original ideas
that have value --
that have value --
292
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2325
de ter ideas orixinais que teñen valor --
a maior parte do tempo maniféstase pola interacción
13:39
more often than not comes about
through the interaction
through the interaction
293
795349
2652
de diferentes xeitos disciplinarios de ver as cousas.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
O cerebro é intencionadamente -- por certo,
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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3666
hai un conxunto de nervios que unen as dúas metades do cerebro
13:50
called the corpus callosum.
296
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1491
chamados corpus callosum. É máis groso nas mulleres.
13:51
It's thicker in women.
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1266
Continuando o que dixo Helen onte, penso
13:53
Following off from Helen yesterday,
298
809088
1741
que isto é probablemente polo que as mulleres son mellores na multi-tarefa.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
300
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1817
Porque o sodes, non?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
301
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3207
Hai unha morea de investigación, pero eu seino pola miña vida persoal.
Se a miña muller está cociñando na casa --
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
302
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5238
que non é moi de cotío, por sorte. (Sorrisos)
14:09
(Laughter)
303
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2854
Pero xa sabedes, ela está facendo -- non, ela é boa nalgunhas cousas --
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
827878
2498
pero se está cociñando, sabedes,
está tratanco con xente no teléfono,
14:14
she's dealing with people on the phone,
305
830400
1876
está falándolles aos nenos, está pintando o teito,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
832300
2556
14:18
she's doing open-heart surgery over here.
307
834880
3096
está facendo ciruxía a corazón aberto aquí.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
838000
2976
Se eu estou a cociñar, a porta está pechada, os nenos están fora,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
309
841000
2976
o teléfono está colgado, se ela ven eu enfádome.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
310
844000
3071
Digo, "Terry, por favor, estou tentando fritir un ovo aquí. Dame un respiro." (Sorrisos)
14:31
(Laughter)
311
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6730
14:38
"Give me a break."
312
854254
1200
14:39
(Laughter)
313
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1720
De feito, sabedes esa cousa filosófica,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
314
857222
2499
de que se unha árbore cae no bosque e ninguén a escoita,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
315
859745
3253
pasou? Lembrades ese vella historia?
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
Vin unha camiseta estupenda recentemente que dicía, "Se un home di o que pensa
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
318
867038
3938
nun bosque, e ningunha muller o escoita,
14:55
is he still wrong?"
319
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1396
está igualmente equivocado?" (Sorrisos)
14:56
(Laughter)
320
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5606
15:03
And the third thing about intelligence is,
321
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2000
E a terceira cousa sobre a intelixencia é,
15:06
it's distinct.
322
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1369
é única. Estou a escreber un novo libro agora
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
323
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2573
chamado "Epifanía," que está baseado nunha serie de
15:10
which is based on a series
of interviews with people
of interviews with people
324
886351
2474
entrevistas con xente sobre como descubriron
15:12
about how they discovered their talent.
325
888849
1920
o seu talento. Estou fascinado por como a xente chegou aí.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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Está realmente provocado por unha conversa que tiven
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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cunha muller marabillosa da que se cadra a maioría da xente
nunca escoitou falar, chamada Gillian Lynne,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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escoitáchedes falar dela? Algúns si. É coreógrafa
15:22
Have you heard of her? Some have.
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e todo o mundo coñece o seu traballo.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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Fixo "Cats," e "A pantasma da ópera."
15:27
She did "Cats" and "Phantom of the Opera."
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É marabillosa. Eu soía estar no consello do Royal Ballet, en Inglaterra,
15:29
She's wonderful.
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15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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como podedes ver.
15:32
as you can see.
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15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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De calquera xeito, Gillian e eu almorzamos un día e dixen,
"Gillian, como chegaches a ser unha bailarina?" E ela dixo
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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que era interesante, que cando estaba na escola,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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estaba desesperada. E a escola, nos anos 30,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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escrebeu aos seus pais dicindo, "Pensamos
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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que Gillian ten trastornos de aprendizaxe." Non se podía concentrar,
estaba inqueda. Penso que agora dirían
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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que ela tiña déficit de atención (ADHD). Non credes? Pero eran os anos 30,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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e o ADHD non se inventara ainda.
Non era unha enfermidade disponíbel. (Sorrisos)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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A xente non sabía que podían ter iso.
16:01
People weren't aware they could have that.
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De calquera xeito, ela foi ver este especialista. Entón, un cuarto revestido de carballo,
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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e ela estaba aló coa súa nai,
guiárona para que se sentara nunha cadeira ao final,
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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e sentouse sobre as súas máns durante 20 minutos mentres
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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este home falaba coa súa nai sobre todos
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
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os problemas que Gillian estaba a ter na escola. E ao final de todo --
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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porque ela estaba a molestar á xente,
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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os seus deberes sempre os facía tarde, etcétera,
pequena de 8 anos -- e ao final, o doctor foi e sentouse
16:26
little kid of eight.
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16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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ao lado de Gillian e dixo, "Gillian,
escoitei todas estas cousas que a túa nai
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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me contou, e preciso falar con ela en privado."
16:33
I need to speak to her privately.
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Dixo, "Espera aquí, voltaremos, non tardaremos moito."
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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e fóronse e deixárona.
16:37
and they went and left her.
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Pero ao sair do cuarto, encendeu a radio
16:39
But as they went out of the room,
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que estaba apoiada na súa mesa. E candosairon
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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do cuarto, díxolle á súa nai,
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
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"Simplemente queda de pé e míraa." E ao minuto de que eles sairan,
16:48
And the minute they left the room,
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dixo, ela estaba de pé, movéndose coa música.
16:51
she was on her feet, moving to the music.
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E miraron por uns minutos
16:53
And they watched for a few minutes
and he turned to her mother and said,
and he turned to her mother and said,
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e el xirou cara á súa nai e dixo,
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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"Señora Lynne, Gillian non está enferma, é unha bailarina.
17:01
Take her to a dance school."
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1976
Lévea a unha escola de baile."
17:03
I said, "What happened?"
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E eu dixen, "E que aconteceu?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
E ela dixo, "Fíxoo. E non che podo dicir o marabilloso que era.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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Entramos naquel cuarto e estaba cheo de
xente coma min. Persoas que non podían quedarse quedas.
17:10
People who couldn't sit still.
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17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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4587
Persoas que se tiñan que mover para pensar." Que tiñan que moverse para pensar.
Fixeron ballet, fixeron claqué, fixeron jazz,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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fixeron baile moderno, fixeron contemporáneo.
Ela probou finalmente para a Royal Ballet School,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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convertiuse nunha solista, tivo unha carreira marabillosa
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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no Royal Ballet. Finalmente licenciouse
da Royal Ballet School,
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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2608
formou a súa propia compañía -- a Gillian Lynne Dance Company --
17:30
founded the Gillian Lynne Dance Company,
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1975
coñeceu a Andrew Lloyd Weber. E é responsable de
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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algunha das produccións de teatro musical
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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máis exitosas da historia, deu placer a millóns,
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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e é multimillonaria. Outro
teríaa medicado e teríalle dito
17:45
(Applause)
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que se calmase.
Agora ben, eu penso... (Aplausos) O que se pode concluir é isto:
17:52
What I think it comes to is this:
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Al Gore falou a outra noite
17:54
Al Gore spoke the other night
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17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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sobre ecoloxía, e a revolución que fora iniciada por Rachel Carson.
Penso que a nosa única esperanza para o futuro
18:01
I believe our only hope for the future
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é adoptar unha nova concepción de ecoloxía humana,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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unha na que podamos comezar a reconstituir a nosa concepción
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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18:10
of the richness of human capacity.
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1976
da riqueza da capacidade humana.
18:12
Our education system has mined our minds
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O noso sistema educativo explotou as nosas mentes do xeito
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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no que nós explotamos a terra: na busca dun producto concreto.
E para o futuro, non nos servirá.
18:19
And for the future, it won't serve us.
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Temos que repensar os principios fundamentais
18:21
We have to rethink
the fundamental principles
the fundamental principles
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1077696
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18:24
on which we're educating our children.
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1968
nos que estamos a educar aos nosos nenos. Había
unha marabillosa cita de Jonas Salk, que dixo, "Se todos os insectos
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
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2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
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desapareceran da terra,
en 50 anos a vida na Terra desaparecería.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
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Se todos os seres humanos desapareceran da terra,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
en 50 anos todo tipo de formas de vida florecerían.
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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E ten razón.
18:44
And he's right.
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O que TED celebra é o don da imaxinación humana.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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Temos que ter coidado agora de usar ese don
18:50
We have to be careful now
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con sabiduría, e de impedir algúns escenarios
18:52
that we use this gift wisely
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18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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escenarios dos que falamos. E o único xeito
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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de facer isto é ver as nosas capacidades creativas
19:02
for the richness they are
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polo ricas que son, e ver
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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aos nosos fillos pola esperanza que representan. E a nosa tarefa
19:06
And our task is to educate
their whole being,
their whole being,
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é educar o seu completo ser, para que podan afrontar este futuro.
19:09
so they can face this future.
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Por certo -- se cadra nós non veremos este futuro,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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pero eles verano. E o noso traballo é axudarlles
19:14
And our job is to help them
make something of it.
make something of it.
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a obter proveito del. Moitas grazas.
19:17
Thank you very much.
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19:18
(Applause)
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ABOUT THE SPEAKER
Ken Robinson - Author/educatorCreativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
Why you should listen
Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."
A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.
Ken Robinson | Speaker | TED.com