TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sir Ken Robinson: abran paso á revolución educativa!
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Nesta conmovedora e divertida continuación da súa afamada disertación do ano 2006, Sir Ken Robinson defende un cambio radical de escolas estandarizadas cara á educación personalizada: a creación de condicións nas que as aptitudes naturais dos nenos podan medrar.
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.
00:13
I was here four years ago,
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Estiven aquí hai catro anos
00:15
and I remember, at the time,
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e lembro que entón
00:17
that the talks weren't put online.
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as disertacións non se subían a Internet
00:20
I think they were given to TEDsters in a box,
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Penso que llas daban aos asistentes nunha caixa
00:24
a box set of DVDs,
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unha caixa de DVDs
00:26
which they put on their shelves, where they are now.
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para deixala nun estante, onde segue a estar
00:29
(Laughter)
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(Risas)
00:31
And actually, Chris called me
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E Chris chamoume
00:33
a week after I'd given my talk
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unha semana despois da miña conferencia
00:35
and he said, "We're going to start putting them online.
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e dixo: "Vamos a subilas a Internet
00:37
Can we put yours online?" And I said, "Sure."
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¿Podemos subir a túa?" E eu dixen: "Claro"
00:40
And four years later,
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E catro anos máis tarde
00:42
as I said, it's been seen by four ...
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vírona xa catro...
00:44
Well, it's been downloaded four million times.
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Descargárona catro millóns de veces
00:47
So I suppose you could multiply that by 20 or something
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Así que supoño que se multiplicamos iso por 20
00:50
to get the number of people who've seen it.
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temos o número de xente que a viu
00:52
And, as Chris says, there is a hunger
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E como di Chris, a xente ten fame
00:56
for videos of me.
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de vídeos meus
00:58
(Laughter)
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(Risas)
01:01
(Applause)
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(Aplausos)
01:06
... don't you feel?
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... non cren?
01:07
(Laughter)
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(Risas)
01:12
So, this whole event has been an elaborate build-up
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Así que todo o anterior foi para darlle bombo
01:15
to me doing another one for you, so here it is.
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a outra conferencia miña, conque aquí a teñen
01:19
(Laughter)
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(Risas)
01:22
Al Gore spoke
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Al Gore falou
01:24
at the TED conference I spoke at four years ago
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na Conferencia TED na que falei eu hai catro anos
01:27
and talked about the climate crisis.
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sobre a crise climática
01:29
And I referenced that
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E eu fixen referencia ao tema
01:31
at the end of my last talk.
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cara a fin do meu discurso
01:33
So I want to pick up from there
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Así que quero comezar aí
01:35
because I only had 18 minutes, frankly.
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porque só tiven 18 minutos, sinceramente
01:38
So, as I was saying...
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Como ía dicindo...
01:40
(Laughter)
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(Risas)
01:48
You see, he's right.
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Vedes, ten razón
01:50
I mean, there is a major climate crisis, obviously,
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É dicir, estamos a presenciar unha crise climática, é evidente.
01:53
and I think if people don't believe it, they should get out more.
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E penso que se a xente non o cre tería que saír máis
01:56
(Laughter)
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(Risas)
01:59
But I believe there's a second climate crisis,
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Pero penso que hai aínda outra crise climática máis
02:03
which is as severe,
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igual de grave
02:05
which has the same origins,
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que ten a mesma orixe
02:08
and that we have to deal with with the same urgency.
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e que temos que solucionar coa mesma urxencia
02:11
And I mean by this --
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E quero dicir...
02:13
and you may say, by the way, "Look, I'm good.
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e pode que vós digades: "Mira, xa me chega
02:15
I have one climate crisis;
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Xa teño unha crise climática
02:17
I don't really need the second one."
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E non me fai falla ningunha ter outra"
02:20
But this is a crisis of, not natural resources --
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Pero esta é unha crise, non de recursos naturais
02:22
though I believe that's true --
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aínda que penso que iso é certo
02:25
but a crisis of human resources.
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senón unha crise de recursos humanos
02:27
I believe fundamentally,
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Creo firmemente
02:29
as many speakers have said during the past few days,
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que, como se dixo nestes últimos días
02:31
that we make very poor use
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facemos un uso moi parco
02:34
of our talents.
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dos nosos talentos
02:37
Very many people go through their whole lives
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Moitísima xente pasa pola vida
02:39
having no real sense of what their talents may be,
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sen ter idea ningunha de cales son os seus talentos
02:42
or if they have any to speak of.
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ou de se teñen algún
02:44
I meet all kinds of people
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Atópome con xente moi distinta
02:46
who don't think they're really good at anything.
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que non cre que se lle dea ben nada en especial
02:50
Actually, I kind of divide the world into two groups now.
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De feito, divido o mundo en dous grupos
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Jeremy Bentham, o filósofo utilitario
02:56
once spiked this argument.
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tratou o tema
02:58
He said, "There are two types of people in this world:
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Dixo: "Neste mundo hai dous tipos de persoas
03:00
those who divide the world into two types
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as que dividen o mundo en dous tipos
03:02
and those who do not."
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e as que non"
03:04
(Laughter)
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(Risas)
03:09
Well, I do.
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Eu divídoo.
03:11
(Laughter)
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(Risas)
03:16
I meet all kinds of people
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Atópome con xente moi distinta
03:18
who don't enjoy what they do.
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á que non lle gusta o seu traballo
03:21
They simply go through their lives
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Simplemente pasan a vida enteira
03:23
getting on with it.
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soportándoo
03:25
They get no great pleasure from what they do.
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Non reciben ningún pracer do que fan
03:27
They endure it rather than enjoy it
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Atúrano, mais non lles comprace
03:30
and wait for the weekend.
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e agardan pola fin de semana
03:33
But I also meet people
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Pero tamén atopo xente
03:35
who love what they do
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que adora o seu traballo
03:37
and couldn't imagine doing anything else.
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e que non se imaxina facendo outra cousa
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Se lles dis: "Deixa de facer iso", quedan pensando de que estarás a falar
03:42
Because it isn't what they do, it's who they are. They say,
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Porque non é o que fan, é o que son.
03:45
"But this is me, you know.
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Din: "Pero ese son eu
03:47
It would be foolish for me to abandon this, because
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Sería unha parvada deixalo
03:49
it speaks to my most authentic self."
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porque é o meu ser máis auténtico"
03:51
And it's not true of enough people.
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Pero non lle pasa á xente suficiente
03:54
In fact, on the contrary, I think
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Pola contra,
03:56
it's still true of a minority of people.
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pásalle só a unha minoría
03:58
I think there are many
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E creo que hai moitos
04:00
possible explanations for it.
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motivos posibles para isto
04:02
And high among them
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E moi ao comezo desa lista
04:04
is education,
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está a educación
04:06
because education, in a way,
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porque a educación, dalgún xeito
04:08
dislocates very many people
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afasta a moita xente
04:10
from their natural talents.
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dos seus talentos naturais
04:12
And human resources are like natural resources;
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E os recursos humanos son como os naturais
04:15
they're often buried deep.
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a miúdo, están soterrados
04:17
You have to go looking for them,
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e hai que ir buscalos
04:19
they're not just lying around on the surface.
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Non quedan aboiando na superficie
04:21
You have to create the circumstances where they show themselves.
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senón que hai que crear circunstacias nas que poidan amosarse
04:24
And you might imagine
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E quizáis imaxinedes
04:26
education would be the way that happens,
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que a educación crea esas circunstancias
04:28
but too often it's not.
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pero a miúdo non é así.
04:30
Every education system in the world
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Todos os sistemas educativos deste mundo
04:32
is being reformed at the moment
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están a ser reformados agora mesmo
04:34
and it's not enough.
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E non chega
04:36
Reform is no use anymore,
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A reforma xa non serve
04:38
because that's simply improving a broken model.
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porque está soamente a mellorar un modelo roto
04:41
What we need --
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O que precisamos
04:43
and the word's been used many times during the course of the past few days --
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e esta palabra empregouse moito estes últimos días
04:45
is not evolution,
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non é evolución
04:47
but a revolution in education.
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senón unha revolución na educación
04:50
This has to be transformed
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Ten que transformarse
04:52
into something else.
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nalgo distinto
04:54
(Applause)
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(Aplausos)
05:00
One of the real challenges
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Un dos maiores retos
05:02
is to innovate fundamentally
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é innovar nos fundamentos
05:04
in education.
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da educación
05:06
Innovation is hard
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A innovación é complicada
05:08
because it means doing something
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porque implica facer algo
05:10
that people don't find very easy, for the most part.
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que moitas veces non é sinxelo
05:12
It means challenging what we take for granted,
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Implica desafiar cousas que damos por feitas
05:15
things that we think are obvious.
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cousas que cremos evidentes
05:18
The great problem for reform
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O principal problema para a reforma
05:20
or transformation
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ou para a transformación
05:22
is the tyranny of common sense;
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é a tiranía do sentido común
05:24
things that people think,
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Cousas das que a xente pensa
05:26
"Well, it can't be done any other way because that's the way it's done."
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"Non se pode facer doutro xeito porque así é como se fai"
05:28
I came across a great quote recently from Abraham Lincoln,
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Hai pouco lin unha cita de Abraham Lincoln
05:31
who I thought you'd be pleased to have quoted at this point.
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que creo que vos pode gustar que mencione agora mesmo
05:34
(Laughter)
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(Risas)
05:36
He said this in December 1862
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Dixo isto en decembro de 1862
05:39
to the second annual meeting of Congress.
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na segunda reunión anual do Congreso
05:43
I ought to explain that I have no idea what was happening at the time.
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E teño que dicir que non teño nin idea do que estaba a pasar daquela
05:48
We don't teach American history in Britain.
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Non ensinamos historia de América en Inglaterra
05:50
(Laughter)
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(Risas)
05:52
We suppress it. You know, this is our policy.
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Suprimímola. É a nosa política
05:55
(Laughter)
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(Risas)
05:58
So, no doubt, something fascinating was happening in December 1862,
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Sen dúbida, estaba a pasar algo fascinante en decembro de 1862
06:00
which the Americans among us
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e os americanos presentes
06:02
will be aware of.
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saberán o que é
06:05
But he said this:
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Pero el dixo:
06:07
"The dogmas
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"Os dogmas
06:09
of the quiet past
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do pasado sereno
06:11
are inadequate to the stormy present.
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non son axeitados para o tempestuoso presente
06:14
The occasion
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A situación
06:16
is piled high with difficulty,
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está cuberta de dificultades
06:18
and we must rise with the occasion."
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e debemos medrar coa situación"
06:21
I love that.
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Encántame esa parte
06:23
Not rise to it, rise with it.
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Non estar á súa altura, senon medrar con ela
06:27
"As our case is new,
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"Por ser novo o noso caso
06:29
so we must think anew
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temos que pensar de novo
06:32
and act anew.
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e actuar de novo
06:35
We must disenthrall ourselves,
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Temos que desenfeitizarnos
06:38
and then we shall save our country."
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e así poderemos salvar o noso país"
06:41
I love that word, "disenthrall."
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Encántame esa palabra, "desenfeitizar"
06:43
You know what it means?
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Sabedes o que significa?
06:45
That there are ideas that all of us are enthralled to,
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Que hai ideas que nos teñen enfeitizados
06:48
which we simply take for granted
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que damos por feitas
06:50
as the natural order of things, the way things are.
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que son a orde natural das cousas, o xeito en que as cousas son
06:52
And many of our ideas
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E moitas das nosas ideas xurdiron
06:54
have been formed, not to meet the circumstances of this century,
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non para enfrontarse ás circunstacias deste século
06:57
but to cope with the circumstances of previous centuries.
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senón ás de séculos pasados
07:00
But our minds are still hypnotized by them,
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Pero as nosas mentes aínda están engaioladas por elas
07:02
and we have to disenthrall ourselves of some of them.
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e temos que desenfeitizarnos dalgunhas
07:05
Now, doing this is easier said than done.
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Agora ben, dicilo é máis sinxelo que facelo
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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É moi difícil saber que é o que damos por feito
07:11
And the reason is that you take it for granted.
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e o motivo é que o damos por feito
07:14
So let me ask you something you may take for granted.
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Así que deixádeme que vos pregunte algo que ao mellor dades por feito
07:17
How many of you here are over the age of 25?
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Cantos de vós sodes maiores de 25?
07:20
That's not what I think you take for granted,
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Non é iso o que penso que dades por feito
07:22
I'm sure you're familiar with that already.
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Estou seguro de que xa o sabedes
07:24
Are there any people here under the age of 25?
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Hai xente aquí que teña menos de 25?
07:27
Great. Now, those over 25,
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Estupendo. Agora, os maiores de 25
07:30
could you put your hands up if you're wearing your wristwatch?
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poderiades levantar a man se levades reloxo?
07:33
Now that's a great deal of us, isn't it?
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Vaia, somos moitos, non?
07:36
Ask a room full of teenagers the same thing.
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Preguntade o mesmo nunha sala chea de adolescentes
07:39
Teenagers do not wear wristwatches.
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Os adolescentes non levan reloxo
07:41
I don't mean they can't or they're not allowed to,
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Non quero dicir que non podan ou que non lles deixen
07:43
they just often choose not to.
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senón que moitos deciden non levalo
07:45
And the reason is, you see, that we were brought up
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E a razón é que medramos
07:47
in a pre-digital culture, those of us over 25.
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nunha cultura pre-dixital, os que temos máis de 25
07:50
And so for us, if you want to know the time
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e para nós, se queres saber a hora que é
07:52
you have to wear something to tell it.
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tes que levar algo que cho diga
07:54
Kids now live in a world which is digitized,
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Os nenos de hoxe viven nun mundo dixitalizado
07:57
and the time, for them, is everywhere.
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e para eles, a hora está en todas partes
07:59
They see no reason to do this.
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Non ven motivo ningún para levalo
08:01
And by the way, you don't need to do it either;
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e, por certo, vós tampouco tedes que facelo
08:03
it's just that you've always done it and you carry on doing it.
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É só que o fixéchedes sempre, e seguides facéndoo
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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A miña filla Kate, de 20 anos, nunca leva reloxo.
08:09
She doesn't see the point.
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Non lle parece necesario
08:11
As she says, "It's a single function device."
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Como di ela: "É un dispositivo cunha soa función"
08:14
(Laughter)
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(Risas)
08:19
"Like, how lame is that?"
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"Que cousa máis inútil!"
08:22
And I say, "No, no, it tells the date as well."
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E eu dígolle: "Non, non, tamén di a data"
08:24
(Laughter)
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(Risas)
08:29
"It has multiple functions."
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"Ten múltiples funcións"
08:32
But, you see, there are things we're enthralled to in education.
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Pero hai cousas da educación que nos teñen enfeitizados
08:35
Let me give you a couple of examples.
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Deixade que poña un par de exemplos
08:37
One of them is the idea of linearity:
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Un deles é a idea de lineariedade
08:40
that it starts here and you go through a track
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Que si comezas aqui e vas por ese camiño
08:43
and if you do everything right, you will end up
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e fas todo ben
08:45
set for the rest of your life.
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rematarás establecido para o resto da vida
08:49
Everybody who's spoken at TED has told us implicitly,
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Todos os que falaron en TED contaron, implícita
08:51
or sometimes explicitly, a different story:
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ou explícitamente, unha historia distinta
08:54
that life is not linear; it's organic.
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Que a vida non é lineal, é orgánica
08:57
We create our lives symbiotically
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Creamos as nosas vidas simbióticamente
08:59
as we explore our talents
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mentres exploramos os nosos talentos
09:01
in relation to the circumstances they help to create for us.
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en relación coas circunstancias que axudaron a crealos
09:04
But, you know, we have become obsessed
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Pero, sabedes, estamos obsesionados
09:06
with this linear narrative.
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con esta narración linear
09:08
And probably the pinnacle for education
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E é probable que o pináculo para a educación
09:10
is getting you to college.
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sexa o ingreso na universidade
09:12
I think we are obsessed with getting people to college.
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Estamos obsesionados con meter á xente na universidade
09:15
Certain sorts of college.
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certos tipos de universidades
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Non quero dicir que non se deba ir, pero non todos teñen que facelo
09:19
and not everybody needs to go now.
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e non todos teñen que ir agora
09:21
Maybe they go later, not right away.
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Quizáis vaian máis tarde, non inmediatamente
09:23
And I was up in San Francisco a while ago
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E eu estiven en San Francisco hai tempo
09:25
doing a book signing.
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asinando libros
09:27
There was this guy buying a book, he was in his 30s.
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e estaba alí un tipo duns 30 anos mercando un libro
09:29
And I said, "What do you do?"
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Pregunteille: "De que traballas?"
09:31
And he said, "I'm a fireman."
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E díxome: "Son bombeiro"
09:34
And I said, "How long have you been a fireman?"
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Pregunteille: Hai canto que es bombeiro?"
09:36
He said, "Always. I've always been a fireman."
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Contestou: "Sempre, sempre fun bombeiro"
09:38
And I said, "Well, when did you decide?"
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E eu: "Pero cando o decidiches?"
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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E el: "Cando neno. De feito, foi un problema na escola
09:43
because at school, everybody wanted to be a fireman."
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porque de pequenos todos querían ser bombeiros"
09:46
He said, "But I wanted to be a fireman."
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Dixo: "Eu quería ser bombeiro
09:49
And he said, "When I got to the senior year of school,
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pero cando cheguei ao derradeiro ano da escola
09:52
my teachers didn't take it seriously.
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os meus profesores non o tomaban en serio
09:55
This one teacher didn't take it seriously.
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Había un profesor que non o tomaba en serio
09:57
He said I was throwing my life away
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Dicía que estaba a estragar a miña vida
09:59
if that's all I chose to do with it;
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se iso era todo o que ía facer
10:01
that I should go to college, I should become a professional person,
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Que tiña que ir á universidade e ter unha profesión
10:04
that I had great potential
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que tiña un enorme potencial
10:06
and I was wasting my talent to do that."
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e que estaba a malgastar o meu talento"
10:08
And he said, "It was humiliating because
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E dixo: "Foi humillante
10:10
he said it in front of the whole class and I really felt dreadful.
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porque o dixo diante de toda a clase. Sentinme fatal
10:12
But it's what I wanted, and as soon as I left school,
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Pero era o que quería, así que tan pronto acabei a escola
10:14
I applied to the fire service and I was accepted."
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presentei unha solicitude no departamento de bombeiros e aceptáronme
10:17
And he said, "You know, I was thinking about that guy recently,
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E dixo, "Sabes, recentemente estaba a pensar nese profesor
10:19
just a few minutes ago when you were speaking, about this teacher,"
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hai uns minutos, mentres falaba vostede
10:22
he said, "because six months ago,
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porque hai seis meses
10:24
I saved his life."
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salveille a vida"
10:26
(Laughter)
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(Risas)
10:28
He said, "He was in a car wreck,
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Díxome: "Estaba dentro dun coche accidentado
10:30
and I pulled him out, gave him CPR,
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e eu saqueino, reanimeino
10:33
and I saved his wife's life as well."
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e tamén salvei á súa muller"
10:36
He said, "I think he thinks better of me now."
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Díxome: "Creo que agora ten mellor opinión de min"
10:38
(Laughter)
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(Risas)
10:40
(Applause)
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(Aplausos)
10:46
You know, to me,
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Sabedes, na miña opinión
10:48
human communities depend upon
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as comunidades humanas
10:50
a diversity of talent,
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dependen da diversidade de talento
10:52
not a singular conception of ability.
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e non dunha concepción única de capacidade
10:55
And at the heart of our challenges --
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E o punto clave dos nosos retos
10:57
(Applause)
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(Aplausos)
10:59
At the heart of the challenge
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O punto clave do reto
11:01
is to reconstitute our sense of ability
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é a reconstrución do que entendemos por capacidade
11:03
and of intelligence.
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e por intelixencia
11:05
This linearity thing is a problem.
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Este asunto da lineariedade é un problema
11:07
When I arrived in L.A.
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Cando cheguei aos Ánxeles
11:09
about nine years ago,
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hai uns nove anos
11:11
I came across a policy statement --
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lin unha declaración de políticas
11:14
very well-intentioned --
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moi ben intencionada
11:16
which said, "College begins in kindergarten."
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que dicía: "A Universidade Comeza na Gardería"
11:21
No, it doesn't.
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Non é certo
11:23
(Laughter)
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(Risas)
11:26
It doesn't.
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Non é certo
11:28
If we had time, I could go into this, but we don't.
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Se tivesemos tempo, seguiría con este tema, pero non temos
11:31
(Laughter)
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(Risas)
11:33
Kindergarten begins in kindergarten.
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A gardería comeza na gardería
11:35
(Laughter)
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(Risas)
11:37
A friend of mine once said,
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Un amigo díxome unha vez
11:39
"You know, a three year-old is not half a six year-old."
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"Un neno de tres anos non é medio neno de seis anos"
11:42
(Laughter)
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(Risas)
11:44
(Applause)
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(Aplausos)
11:49
They're three.
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Teñen tres anos
11:51
But as we just heard in this last session,
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Pero, como escoitamos nesta sesión
11:53
there's such competition now to get into kindergarten --
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hai tanta competición para entrar nas garderías
11:56
to get to the right kindergarten --
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para entrar na gardería axeitada
11:58
that people are being interviewed for it at three.
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que están entrevistando a persoas de tres anos
12:03
Kids sitting in front of unimpressed panels,
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Nenos que se sentan en fronte de tribunais pouco convencidos
12:05
you know, with their resumes,
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xa sabedes, cos seus currículos
12:07
(Laughter)
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(Risas)
12:10
flipping through and saying, "Well, this is it?"
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e que pasan as páxinas e din: "E xa está?"
12:12
(Laughter)
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(Risas)
12:14
(Applause)
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(Aplausos)
12:17
"You've been around for 36 months, and this is it?"
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"Levas neste mundo 36 meses, e isto é todo?"
12:20
(Laughter)
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(Risas)
12:27
"You've achieved nothing -- commit.
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"Non acadaches nada, home
12:30
Spent the first six months breastfeeding, the way I can see it."
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Pero se pasaches os primeiros seis meses mamando da teta"
12:33
(Laughter)
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(Risas)
12:38
See, it's outrageous as a conception, but it [unclear].
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Como concepto, é indignante, pero atrae á xente
12:41
The other big issue is conformity.
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O outro gran problema é a conformidade
12:43
We have built our education systems
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Construimos os nosos sistemas educativos
12:45
on the model of fast food.
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co modelo da comida rápida
12:47
This is something Jamie Oliver talked about the other day.
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É algo do que falou Jamie Oliver o outro día
12:50
You know there are two models of quality assurance in catering.
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Sabedes que, en cátering, hai dous modelos de control de calidade
12:52
One is fast food,
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Un é a comida rápida
12:54
where everything is standardized.
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onde todo está estandarizado
12:56
The other are things like Zagat and Michelin restaurants,
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E o outro son cousas como os restaurantes de Zagat ou Michelín
12:58
where everything is not standardized,
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onde nada está estandarizado
13:00
they're customized to local circumstances.
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senón que están customizados para as circunstancias locais
13:02
And we have sold ourselves into a fast food model of education,
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E nos vendémonos a un modelo de educación de comida rápida
13:05
and it's impoverishing our spirit and our energies
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que está a depauperar o noso espírito e enerxías
13:08
as much as fast food is depleting our physical bodies.
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tal e como a comida rápida prexudica os nosos corpos
13:11
(Applause)
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(Aplausos)
13:17
I think we have to recognize a couple of things here.
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Creo que temos que recoñecer un par de cousas
13:19
One is that human talent is tremendously diverse.
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A primeira, que o talento humano é enormemente diverso
13:22
People have very different aptitudes.
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que a xente ten aptitudes moi distintas
13:24
I worked out recently that
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Hai pouco dinme conta
13:26
I was given a guitar as a kid
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de que me deron unha guitarra de pequeno
13:28
at about the same time that Eric Clapton got his first guitar.
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máis ou menos cando a Eric Clapton lle deron a súa primeira guitarra
13:32
You know, it worked out for Eric, that's all I'm saying.
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A Eric funcionoulle, é todo o que digo
13:35
(Laughter)
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(Risas)
13:37
In a way, it did not for me.
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A min non
13:39
I could not get this thing to work
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Non conseguín xamáis que a cousa funcionase
13:42
no matter how often or how hard I blew into it.
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por moitas veces e moi forte que lle soprara
13:44
(Laughter) It just wouldn't work.
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Non daba funcionado
13:49
But it's not only about that.
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Pero non só iso
13:51
It's about passion.
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Hai que ter en conta a paixón
13:53
Often, people are good at things they don't really care for.
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A miúdo, á xente dáselle ben algo que non lle gusta especialmente
13:55
It's about passion,
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Hai que pensar na paixón
13:57
and what excites our spirit and our energy.
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e no que excita o noso espírito e a nosa enerxía
14:00
And if you're doing the thing that you love to do, that you're good at,
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E se estás facendo o que máis che gusta, o que se che da ben
14:03
time takes a different course entirely.
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o tempo parece ir por un curso distinto
14:06
My wife's just finished writing a novel,
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A miña muller acaba de rematar unha novela
14:09
and I think it's a great book,
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e creo que é un libro moi bo
14:11
but she disappears for hours on end.
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pero ela desaparece durante horas
14:14
You know this, if you're doing something you love,
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Xa o sabedes, cando estás a facer algo que che encanta
14:16
an hour feels like five minutes.
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unha hora semella cinco minutos
14:19
If you're doing something that doesn't resonate with your spirit,
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Pero se estás a facer algo que non concorda coa túa alma
14:21
five minutes feels like an hour.
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cinco minutos semellan unha hora
14:23
And the reason so many people are opting out of education
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E a razón pola que tanta xente deixa a escola
14:26
is because it doesn't feed their spirit,
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é que non alimenta o seu espírito
14:28
it doesn't feed their energy or their passion.
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Non alimenta a súa enerxía e a súa paixón
14:31
So I think we have to change metaphors.
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Por iso creo que temos que cambiar metáforas
14:34
We have to go from what is essentially an industrial model of education,
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Temos que pasar do que é un modelo industrial da educación
14:37
a manufacturing model,
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manufacturado
14:39
which is based on linearity
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baseado na linearidade
14:41
and conformity and batching people.
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na conformidade e no amoreamento de xente
14:44
We have to move to a model
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Temos que crear un modelo
14:46
that is based more on principles of agriculture.
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máis baseado nos principios da agricultura
14:49
We have to recognize that human flourishing
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Temos que recoñecer que o crecemento humano
14:52
is not a mechanical process;
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non é un proceso mecánico
14:54
it's an organic process.
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senón un proceso orgánico
14:56
And you cannot predict the outcome of human development.
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E que non se pode predicir o resultado do desenvolvemento humano
14:59
All you can do, like a farmer,
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Todo o que podes facer, como agricultor
15:01
is create the conditions under which
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é crear as condicións idóneas
15:03
they will begin to flourish.
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para que comecen a medrar
15:05
So when we look at reforming education and transforming it,
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Por iso, cando pensamos na reforma e transformación da educación
15:08
it isn't like cloning a system.
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non debe ser como a clonación dun sistema
15:11
There are great ones, like KIPP's; it's a great system.
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Hai sistemas moi bos, como o programa KIPP
15:13
There are many great models.
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Hai moitos modelos excelentes
15:15
It's about customizing to your circumstances
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Trátase de adaptalos ás nosas ciscunstacias
15:18
and personalizing education
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e de personalizar a educación
15:20
to the people you're actually teaching.
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para a xente á que estades ensinando
15:22
And doing that, I think,
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E penso que facer isto
15:24
is the answer to the future
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é a chave para o futuro
15:26
because it's not about scaling a new solution;
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porque non se trata de acadar una nova solución
15:29
it's about creating a movement in education
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senón de crear un movemento na educación
15:31
in which people develop their own solutions,
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no que a xente chegue ás súas solucións propias
15:34
but with external support based on a personalized curriculum.
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cun apoio externo baseado nun currículo personalizado
15:37
Now in this room,
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Nesta sala
15:39
there are people who represent
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hai persoas que representan
15:41
extraordinary resources in business,
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recursos extraordinarios nos negocios
15:43
in multimedia, in the Internet.
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nos medios e en Internet
15:45
These technologies,
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Estas tecnoloxías
15:47
combined with the extraordinary talents of teachers,
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combinadas co extraordinario talento dos profesores
15:50
provide an opportunity to revolutionize education.
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representan unha oportunidade para revolucionar a educación
15:53
And I urge you to get involved in it
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E eu anímovos a que vos involucredes
15:55
because it's vital, not just to ourselves,
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porque é crucial non só para nós
15:57
but to the future of our children.
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senón para o futuro dos nosos cativos
15:59
But we have to change from the industrial model
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Pero temos que cambiar do modelo industrial
16:01
to an agricultural model,
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ao modelo agricultor
16:03
where each school can be flourishing tomorrow.
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onde cada escola poda medrar mañá
16:06
That's where children experience life.
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Alí é onde os nenos experimentan a vida
16:08
Or at home, if that's where they choose to be educated
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Ou na casa, se así é como son educados
16:10
with their families or their friends.
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coas súas familias ou amigos
16:12
There's been a lot of talk about dreams
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Falouse moito de soños
16:14
over the course of this few days.
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nestes últimos días
16:17
And I wanted to just very quickly ...
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e só quero, moi brevemente...
16:19
I was very struck by Natalie Merchant's songs last night,
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A noite pasada impactáronme moito as cancións de Natalie Merchant
16:22
recovering old poems.
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que recuperaban vellos poemas
16:24
I wanted to read you a quick, very short poem
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E quero ler un poema moi curtiño
16:26
from W. B. Yeats, who some of you may know.
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de W.B Yeats, que algúns coñeceredes
16:29
He wrote this to his love,
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Escribiu isto ao seu amor
16:31
Maud Gonne,
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Maud Gonne
16:33
and he was bewailing the fact that
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lamentándose do feito
16:36
he couldn't really give her what he thought she wanted from him.
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de que non lle podía dar o que cría que ela quería del
16:39
And he says, "I've got something else, but it may not be for you."
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Di: "Teño algo máis, pero se cadra non é para ti"
16:42
He says this:
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Di así
16:44
"Had I the heavens' embroidered cloths,
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Se tivera os mantos bordados do ceo
16:47
Enwrought with gold
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texidos do ouro
16:49
and silver light,
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e a prata da luz
16:51
The blue and the dim
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Os mantos azuis, escuros
16:53
and the dark cloths
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e negros do ceo
16:55
Of night and light and the half-light,
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da noite, da luz e da media luz
16:58
I would spread the cloths under your feet:
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estendería os mantos baixo os teus pes
17:01
But I, being poor,
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Pero, sendo pobre como son
17:04
have only my dreams;
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non teño máis que os meus soños
17:07
I have spread my dreams under your feet;
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Estendín os meus soños baixo os teus pes
17:10
Tread softly
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Pisa con tento
17:12
because you tread on my dreams."
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porque pisas os meus soños"
17:15
And every day, everywhere,
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E, todos os días, en todas partes
17:18
our children spread their dreams beneath our feet.
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os nosos cativos estenden os seus soños baixo os nosos pes
17:21
And we should tread softly.
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E deberíamos pisar con tento
17:24
Thank you.
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Grazas
17:26
(Applause)
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(Aplausos)
17:43
Thank you very much.
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Moitas grazas
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