TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson kaže da škole ubijaju kreativnost
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Sir Ken Robinson nas na zabavan i duboko dirljiv način upozorava da nam treba školski sustav koji će poticati i razvijati (a ne potiskivati) kreativnost.
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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Dobro jutro. Kako ste? Ovdje je sjajno, zar ne?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Sve ovo ovdje me potpuno oduševilo.
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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Zapravo, dosta mi je, odlazim.
00:36
(Laughter)
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Kroz konferenciju se provlače tri teme,
00:42
There have been three themes
running through the conference
running through the conference
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koje su važne
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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za ono o čemu želim govoriti.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Prvo je nevjerojatna ljudska kreativnost
00:52
in all of the presentations that we've had
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u svim prezentacijama koje smo vidjeli
00:54
and in all of the people here.
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i kod svih sudionika. Tolika raznovrsnost i širina.
00:56
Just the variety of it
and the range of it.
and the range of it.
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Drugo je da nas to dovodi u situaciju
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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da nemamo pojma kamo će nas sve to dovesti
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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u budućnosti. Nemamo pojma
01:06
No idea how this may play out.
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kako će se to razviti.
01:09
I have an interest in education.
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Mene jako zanima obrazovanje -
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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zapravo, svatko je zainteresiran za obrazovanje.
Zar ne? Ovo mi se čini vrlo zanimljivim.
01:15
Don't you?
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01:16
I find this very interesting.
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Ako ste na domjenku
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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i kažete da radite u školstvu –
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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doduše, ako radite u školstvu, onda niste često na domjencima.
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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Ne pozivaju vas.
01:31
(Laughter)
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I nikad vam ne uzvraćaju pozive. Zanimljivo. To mi je čudno.
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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No, ako vas pozovu,
i netko vas pita: “Čime se bavite?”
01:40
you know, they say, "What do you do?"
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a vi odgovorite da radite u školstvu,
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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vidite kako problijede. Vidite kako se pitaju:
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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“O Bože, zašto ja?! Moja jedina slobodna večer u tjednu.”
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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Ali ako ih pitate za njihovo obrazovanje,
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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pribiju vas na križ. Jer to je jedna od onih stvari
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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koje su duboko u čovjeku, koje su mu jako važne, zar ne?
Poput vjere, novca i takvih stvari.
02:01
Like religion, and money and other things.
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Obrazovanje mi je jako važno, mislim da nam je svima.
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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Ono nam je svima iskonski važno,
02:08
We have a huge vested interest in it,
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dijelom jer očekujemo da će nas ono odvesti
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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u tu budućnost, koju još ne možemo pojmiti.
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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Razmislite, djeca koja kreću u školu ove godine
ići će u mirovinu 2065. Nitko nema pojma –
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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usprkos svim stručnjacima koje smo slušali ovih dana –
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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kako će svijet izgledati
02:29
what the world will look like
in five years' time.
in five years' time.
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za pet godina. A ipak se očekuje
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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da ih obrazujemo za taj svijet.
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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Mislim da je nepredvidljivost golema.
02:36
And the third part of this
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I treće je,
02:38
is that we've all agreed, nonetheless,
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svi smo se složili,
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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koliko nevjerojatnu sposobnost za inovaciju
02:45
their capacities for innovation.
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imaju djeca. Na primjer, Sirena je sinoć bila
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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zapanjujuća, zar ne? Što sve ona može!
02:50
Just seeing what she could do.
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Ona jest iznimna, ali ne mislim da je
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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iznimka u dječjem svijetu.
Ovdje se radi o osobi nevjerojatne predanosti
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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koja je talentirana. A ja mislim
03:03
who found a talent.
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da sva djeca imaju ogromnu nadarenost.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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A mi ju odbacujemo. Vrlo nemilosrdno.
03:07
And we squander them, pretty ruthlessly.
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Želim govoriti o obrazovanju i
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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želim govoriti o kreativnosti. Vjerujem da je kreativnost
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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danas jednako važna u obrazovanju
kao i pismenost. I trebamo se prema njoj jednako odnositi.
03:19
and we should treat it
with the same status.
with the same status.
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Hvala vam.
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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To je to. To je sve. Hvala vam.
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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Dakle, imam još 15 minuta. No dobro. Rođen sam…
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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Nedavno sam čuo prekrasnu priču – volim ju pričati –
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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o djevojčici na satu crtanja. Bilo joj je šest godina
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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i sjedila je otraga, crtajući
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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i nikad nije previše obraćala pažnju – kaže učiteljica –
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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osim na tom satu crtanja.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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Učiteljica je bila time očarana, otišla je do nje
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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i upitala: “Što crtaš?”
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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“Crtam Boga” odgovori djevojčica.
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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“Ali nitko ne zna kako Bog izgleda” začudi se učiteljica.
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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“Sad će vidjeti.”
04:09
(Laughter)
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reče djevojčica.
Kad je moj sin imao četiri godine u Engleskoj
04:20
When my son was four in England --
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– zapravo, imao je četiri godine bilo gdje.
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Strogo govoreći, ma kamo da je išao, imao je četiri.
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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Glumio je u priči o Isusovom rođenju.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Sjećate li se priče? Ne, bilo je to važno.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Mel Gibson je snimio nastavak.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Možda ste ga vidjeli: “Priča o Isusovom rođenju 2.”
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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No, James je dobio ulogu Josipa, što je nas oduševilo.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Za nas je to bila jedna od glavnih uloga.
Kod nas je sve bilo puno agenata s majicama
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 JE Joseph!"
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Nije trebao govoriti, ali znate onaj dio
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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gdje dolaze tri kralja. Ulaze noseći darove:
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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zlato, tamjan i smirnu.
04:59
This really happened.
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To se zbilja dogodilo. Gledali smo ih
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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i mislim da su se zabunom zamijenili.
Poslije smo razgovarali s dječakom i pitali ga:
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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“Ti si s time zadovoljan?” A on je odgovorio:
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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“Aha. Zašto, Nešto nije u redu?” Oni su se jednostavno zamijenili.
05:09
They just switched.
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No, tri dječaka ulaze,
05:10
The three boys came in,
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četverogodišnjaci s ručnicima na glavi
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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i stavljaju kutije na pod.
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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Prvi dječak kaže: “Donosim vam zlato”.
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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Drugi dječak kaže: “Donosim tamjan”.
05:20
And the third boy said, "Frank sent this."
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A treći dječak kaže: „Ovo je poslao Frank.” (umjesto "frankincense")
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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Ono što je svemu tome zajedničko je to da će djeca pokušati, riskirat će.
Ako ne znaju kako, izmislit će.
05:37
If they don't know, they'll have a go.
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Zar ne? Oni se ne boje pogriješiti.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Ne želim reći da je griješiti isto što i biti kreativan.
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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Ali, ono što znamo jest da,
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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ako niste spremni pogriješiti,
05:52
you'll never come up
with anything original --
with anything original --
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nikad nećete smisliti nešto originalno.
05:54
if you're not prepared to be wrong.
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Nikad nećete smisliti nešto originalno, ni kad odrastete. Ako niste spremni pogiješiti.
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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Kad odrastu, većina djece je već izgubila tu sposobnost.
Počeli su se bojati pogriješiti.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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A tako upravljamo i svojim organizacijama.
06:03
And we run our companies like this.
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Osuđujemo pogreške.
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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I vodimo obrazovni sustav tako kao da je pogreška
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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najgora stvar koju možemo napraviti.
06:12
And the result is that
we are educating people
we are educating people
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Rezultat je da oblikujemo ljude IZVAN, mimo njihovih kreativnih sposobnosti.
06:15
out of their creative capacities.
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Picasso je jednom rekao
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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da su sva djeca rođeni umjetnici.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Problem je kako ostati umjetnikom dok odrastaš.
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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Čvrsto vjerujem da odrastanjem ne postajemo kreativni(ji),
već sve manje kreativni. Obrazujemo se da ne budemo kreativni.
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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Zašto je tome tako?
06:33
So why is this?
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Do prije pet godina živio sam u Stratford-on-Avon
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Od tamo smo se preselili u Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Možete zamisliti kako je to glatko prošlo.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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Zapravo,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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živjeli smo u mjestu Snitterfield.
A tamo je rođen Shakespeare-ov otac.
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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Jel' vas zapanjila nova pomisao? Mene jest.
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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Nikad niste razmišljali o tome da je Shakespeare imao oca. Zar ne?
Zar ne? Jer ne razmišljamo o tome
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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da je Shakespeare bio dijete.
07:01
Shakespeare being seven?
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Shakespeare od sedam godina? Nikad mi to nije palo na pamet.
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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Mislim, jednom je morao imati sedam godina.
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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I bio je na nečijim satovima engleskog, zar ne? Nije li to nezgodno?
07:07
(Laughter)
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07:14
How annoying would that be?
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“Moraš se više truditi!” korio ga je otac
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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pred spavanje. “U krevet sad.”
reče otac Williamu Shakespeare-u. „I prestani pisati.
07:32
And put the pencil down."
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I prestani govoriti tako čudno.
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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Zbunjuješ ljude."
07:42
(Laughter)
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Dakle, preselili smo se iz Stratford-a u Los Angeles
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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i zapravo želim samo nešto reći o toj promjeni.
07:53
and I just want to say a word
about the transition.
about the transition.
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Moj sin se nije htio seliti.
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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Imam dvoje djece. On sada ima 21, a kćer 16.
08:00
He didn't want to come to Los Angeles.
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Nije se htio seliti u Los Angeles. Sviđalo mu se tamo, ali
imao je djevojku u Engleskoj. Sara je bila ljubav njegovog života.
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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Poznavao ju je mjesec dana.
08:08
He'd known her for a month.
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Zamislite, imali su četvrtu godišnjicu,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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jer to je dugo vrijeme kad imaš 16.
08:13
because it's a long time when you're 16.
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No, bio je prilično uzrujan u avionu.
08:16
He was really upset on the plane,
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„Nikad neću naći drugu djevojku poput Sare”
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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A, iskreno rečeno, nama je to bilo drago,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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jer je ona bila glavni razlog
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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našeg odlaska iz Engleske.
08:34
(Laughter)
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No nešto vas iznenadi kad se preselite u Ameriku
ili kad putujete svijetom.
08:40
But something strikes you
when you move to America
when you move to America
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Svi obrazovni sustavi na svijetu ima istu hijerarhiju predmeta.
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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Svi. Bez obzira u kojoj zemlji.
08:47
Every one. Doesn't matter where you go.
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Očekujete da će biti drukčije, a nije.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Na vrhu su matematika i jezici,
08:51
At the top are mathematics and languages,
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onda društveni predmeti, a na dnu umjetnost.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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Svugdje na svijetu,
08:56
Everywhere on Earth.
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i skoro u svakom sustavu,
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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postoji hijerarhija i u umjetnostima.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Likovni i glazbeni odgoj uobičajeno imaju viši status
od glume i plesa. Ne postoji obrazovni sustav na svijetu
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
system on the planet
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koji djecu poučava plesu svaki dan
09:07
that teaches dance everyday to children
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na isti način kao što ih poučava matematici. Zašto?
09:09
the way we teach them mathematics. Why?
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Zašto ne? Mislim da je to jako važno.
09:12
Why not? I think this is rather important.
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Mislim da je matematika jako važna, ali je i ples.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Djeca plešu cijelo vrijeme, ako im dozvolimo. Svi bismo mi to radili, da smijemo.
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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Svi imamo tijela, zar ne? Ili sam nešto propustio?
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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Iskreno, ono što se dešava je to da,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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kako djeca odrastaju, sve više ih obrazujemo
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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od pojasa na više. A onda se koncentriramo na njihove glave.
09:31
And then we focus on their heads.
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I to pretežito samo na jednu stranu (mozga, lijevu).
09:33
And slightly to one side.
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Kad bi vanzemaljac posjetio naš obrazovni sustav
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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i pitao: “Koja mu je svrha?”,
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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mislim da bi zaključak bio – gledajući rezultate:
tko u njemu zaista uspijeva,
09:43
who really succeeds by this,
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1376
tko napravi sve što se od njega traži,
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
tko dobiva pohvale i nagrade, tko je pobjednik –
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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mislim da bismo morali zaključiti da je cijela svrha javnog obrazovanja
u cijelom svijetu
09:53
throughout the world
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proizvesti sveučilišne profesore, zar ne?
09:54
is to produce university professors.
209
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1953
09:56
Isn't it?
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1311
09:57
They're the people who come out the top.
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1983
Oni su ti koji u svemu tome (jedini) uspijevaju.
09:59
And I used to be one, so there.
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I ja sam bio jedan od njih, znate.
10:01
(Laughter)
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Ja volim sveučilišne profesore, ali znate,
10:04
And I like university
professors, but you know,
professors, but you know,
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10:07
we shouldn't hold them up
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1475
ne bismo ih trebali smatrati krajnjim postignućem ljudske vrste.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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10:12
They're just a form of life,
217
588000
1976
Oni su samo oblik života,
10:14
another form of life.
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jedan oblik života. I ima nešto čudno u vezi s njima,
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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a kad to kažem, kažem iz ljubavi prema njima.
Iz svog iskustva mogu reći da je nešto čudno sa sveučilišnim profesorima -
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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ne svima, ali tipično – oni žive u svojoj glavi.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
Oni žive ovdje gore, i pomalo samo na jednoj strani (lijevoj).
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Nekako su odvojeni od tijela, pomalo na doslovan način.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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Svoje tijelo smatraju
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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transportnim sredstvom za svoju glavu, zar ne?
10:34
(Laughter)
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10:40
Don't they?
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1016
To je način da njihove glave stignu na sastanke.
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
619486
5512
Usput budi rečeno, ako želite pravi dokaz vantjelesnog iskustva,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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otiđite za vrijeme neke konferencije
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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628876
3486
uvaženih profesora
u diskoteku, završne večeri.
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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Tamo ćete vidjeti odrasle muškarce i žene
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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kako se nekontrolirano migolje, izvan ritma,
11:07
(Laughter)
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čekajući da to prođe kako bi otišli kući i napisali referat o tome.
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
Naš je obrazovni sustav zasnovan na ideji o akademskim sposobnostima.
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.
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3843
I za to postoji razlog.
11:19
And there's a reason.
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1241
Cijeli je sustav konstruiran … U cijelom svijetu,
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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3556
prije 19-tog stoljeća nisu postojale javne škole.
11:23
really, before the 19th century.
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2106
Svrha zbog koje su uspostavljene je
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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662010
2957
da zadovolje potrebe industrijalizacije.
Hijerarhijska podjela predmeta počiva na dvije ideje.
11:29
So the hierarchy is rooted on two ideas.
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2163
Kao prvo, na vrhu su predmeti koji će vam biti najpotrebniji
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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na radnom mjestu. Zbog toga su vas vjerojatno
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
u školi dobronamjerno usmjeravali od onih stvari
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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2934
koje su vam se sviđale, s objašnjenjem da
vjerojatno nećete naći posao radeći njih. Zar ne?
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?
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3386
Pusti glazbu, nećeš biti glazbenik.
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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Pusti slikanje, nećeš biti slikar.
11:46
don't do art, you won't be an artist.
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1801
11:48
Benign advice -- now, profoundly mistaken.
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3420
Dobronamjeran savjet – ali danas suštinski promašen.
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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Jer cijeli je svijet danas u velikom u preokretu.
Drugo je akademska sposobnost,
11:54
And the second is academic ability,
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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
koja dominira našim pogledom na inteligenciju,
jer su sveučilišta dizajnirala sustav prema sebi.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Kad razmislite, cijeli sustav
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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698300
3494
javnog obrazovanja u svijetu je
produljeni proces sveučilišnog sustava.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
Posljedica toga je da mnogi jako talentirani,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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2333
briljantni, kreativni ljudi misle da oni to nisu,
12:10
brilliant, creative
people think they're not,
people think they're not,
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2435
jer ono u čemu su bili dobri u školi
12:12
because the thing
they were good at at school
they were good at at school
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2138
nije bilo cijenjeno ili je čak bilo osuđivano.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
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12:17
And I think we can't afford
to go on that way.
to go on that way.
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Mislim da si ne možemo više priuštiti da tako ostane.
12:19
In the next 30 years, according to UNESCO,
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2464
U slijedećih 30 godina, prema UNESCO-u,
više će ljudi u svijetu diplomirati
12:22
more people worldwide will be graduating
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2810
nego u cjelokupnoj povijesti do tada.
12:25
through education
than since the beginning of history.
than since the beginning of history.
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2546
Više ljudi. A to je posljedica
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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onoga o čemu smo ovdje govorili –
tehnologije i njenog utjecaja na preobrazbu načina rada,
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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demografije i eksplozivnog rasta stanovništva.
12:34
and the huge explosion in population.
267
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1804
Odjednom, diplome i titule više ništa ne znače. Zar nije tako?
12:36
Suddenly, degrees aren't worth anything.
268
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2865
Kad sam ja bio student, ako si imao diplomu, imao si posao.
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
Ako nisi imao posao, to je bilo zato što ga nisi htio.
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
A ja ga zapravo nisam htio.
12:46
And I didn't want one, frankly. (Laughter)
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2676
12:49
But now kids with degrees
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4074
Ali danas djeca s diplomom
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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3045
idu natrag kući igrati video igre,
jer im treba magisterij tamo gdje je nekad bila dovoljna diploma,
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
a doktorat gdje je trebao magisterij.
12:59
and now you need a PhD for the other.
276
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1787
To je proces akademske inflacije.
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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On pokazuje da se cijeli sustav obrazovanja
izmiče ispod naših nogu.
13:05
is shifting beneath our feet.
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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
Moramo radikalno promijeniti naš pogled na inteligenciju.
O inteligenciji znamo tri stvari.
13:09
We know three things about intelligence.
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1995
Prvo, ona je raznovrsna. O svijetu razmišljamo na sve načine
13:11
One, it's diverse.
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1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
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768771
3005
na koji ga doživljavamo. Razmišljamo vizualno,
kroz zvuk, kroz dodir.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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2976
Razmišljamo apstraktno i u pokretu.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
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2301
Drugo, inteligencija je dinamična.
13:21
Secondly, intelligence is dynamic.
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1754
Ako pogledamo interakcije ljudskog mozga,
13:23
If you look at the interactions
of a human brain,
of a human brain,
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2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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2976
kao što smo čuli jučer u nekoliko prezentacija,
13:29
intelligence is wonderfully interactive.
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1976
inteligencija je čudesno interaktivna.
13:31
The brain isn't divided into compartments.
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2238
Mozak nije podijeljen na odjeljke.
13:33
In fact, creativity --
which I define as the process
which I define as the process
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3103
Zapravo, kreativnost – koju ja definiram kao
13:37
of having original ideas
that have value --
that have value --
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2325
sposobnost imanja originalnih ideja koje imaju vrijednost –
najčešće se ispoljava u interakciji
13:39
more often than not comes about
through the interaction
through the interaction
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2652
različitih načina „viđenja” stvari.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
Postoji snop živaca
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
koji povezuje dvije moždane polutke
13:50
called the corpus callosum.
296
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1491
koji se zove “corpus callosum”. Kod žena je deblji.
13:51
It's thicker in women.
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1266
Na osnovi onog što je Helen rekla jučer,
13:53
Following off from Helen yesterday,
298
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1741
to je vjerojatno uzrok da su žene bolje u “multi taskingu” –
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?
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1817
obavljanju više poslova istovremeno. Zar nije tako?
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
Postoje istraživanja, ali ja to znam iz osobnog iskustva.
Kad moja supruga kuha –
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
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5238
što nije često, hvala bogu.
14:09
(Laughter)
303
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2854
No, kad kuha - ne, ona je dobra u nekim stvarima-
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
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2498
ali kad kuha,
istovremeno razgovara telefonom,
14:14
she's dealing with people on the phone,
305
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1876
govori djeci, boji strop
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
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2556
14:18
she's doing open-heart surgery over here.
307
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3096
i izvodi operaciju na otvorenom srcu. Istovremeno.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
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2976
Kad ja kuham, vrata su zatvorena, djeca su vani,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
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2976
telefon je isključen, a ako ona uđe, ja se uzrujam i kažem:
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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3071
“Terry, molim te, zar ne vidiš da pokušavam ispeći jaje? Ostavi me na miru.”
14:31
(Laughter)
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6730
14:38
"Give me a break."
312
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1200
14:39
(Laughter)
313
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1720
Zapravo, sjećate li se onog starog filozofskog pitanja:
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
314
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2499
"Ako drvo padne u šumi, a nitko to nije čuo,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
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je li se to stvarno dogodilo?" Sjećate li se starog kestena?
14:47
Remember that old chestnut?
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14:48
I saw a great t-shirt
recently, which said,
recently, which said,
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Nedavno sam vidio sjajnu majicu na kojoj je pisalo:
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
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“Ako muškarac govori što misli u šumi,
14:55
is he still wrong?"
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a žena ga ne čuje, je li on i dalje u krivu?”
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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Treća stvar vezana uz inteligenciju
15:06
it's distinct.
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jest da je ona upečatljiva, posebna. Upravo pišem
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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knjigu s naslovom “Bogojavljenje”, koja se zasniva na seriji
15:10
which is based on a series
of interviews with people
of interviews with people
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intervjua s ljudima o tome kako su otkrili svoj talent.
15:12
about how they discovered their talent.
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Fasciniran sam time kako su ljudi došli do toga.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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Knjiga je potaknuta razgovorom
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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s predivnom ženom za koju mnogi možda nikad nisu čuli.
Zove se Gillian Lynne.
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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Jeste li čuli za nju? Neki jesu. Ona je koreograf
15:22
Have you heard of her? Some have.
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i svi poznaju njena djela.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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Stvorila je mjuzikle “Mačke” i “Fantom u operi”.
15:27
She did "Cats" and "Phantom of the Opera."
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2001
Ona je predivna. Nekad sam bio u upravi Kraljevskog baleta, u Engleskoj,
15:29
She's wonderful.
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978
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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kao što možete vidjeti.
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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Dakle, jednog sam dana ručao s Gillian i pitao sam ju:
“Gillian, kako si postala plesačica?”
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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Odgovorila mi je da je to baš zanimljivo,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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jer je u školi bila beznadežan slučaj.
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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To je bilo u 30-tima i škola je pisala roditeljima:
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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“Mislimo da Gillian ima poremećaj učenja.”
Nije se mogla koncentrirati, stalno se vrpoljila.
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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Mislim da se to danas zove ADHD (poremećaj pažnje), zar ne?
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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Ali to je bilo u 30-tima i ADHD tada još nisu izumili.
To nije bila raspoloživa dijagnoza.
15:56
It wasn't an available condition.
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15:59
(Laughter)
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Ljudi nisu bili svjesni da smiju imati takvu bolest.
16:01
People weren't aware they could have that.
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No, majka ju je odvela liječniku specijalisti.
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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U toj drvom obloženoj sobi
sjedila je na rukama 20 minuta
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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dok je taj čovjek razgovarao
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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s njenom majkom o svim problemima
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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koje je Gillian imala u školi.
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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Uznemiravala je ljude,
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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kasnila je sa zadaćom, itd.,
osmogodišnjakinja – na kraju je doktor
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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sjeo kraj nje i rekao:
“Gillian, slušao sam o svemu što mi je tvoja majka
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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2705
rekla i sad moram s njom razgovarati na samo.”
16:33
I need to speak to her privately.
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1619
“Pričekaj ovdje, vratit ćemo se brzo.”
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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I na to su izašli i ostavili ju samu.
16:37
and they went and left her.
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No, dok su izlazili, doktor je uključio radio
16:39
But as they went out of the room,
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na svom stolu. Kad su izašli,
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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rekao je majci:
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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“Samo čekajte i gledajte ju.”
16:48
And the minute they left the room,
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Istog trenutka kad su napustili sobu, Gillian je ustala
16:51
she was on her feet, moving to the music.
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i počela se njihati u ritmu muzike. Promatrali su ju par minuta,
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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989523
3453
a onda se doktor okrenuo majci i rekao joj:
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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“Gospođo Lynne, Gillian nije bolesna, ona je plesačica.
17:01
Take her to a dance school."
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1976
Odvedite ju u plesnu školu.”
17:03
I said, "What happened?"
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1976
Pitao sam ju: “I što se tad dogodilo?”
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
Odgovorila mi je: “Odvela me je. Ne mogu vam opisati kako je to bilo predivno.
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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Ušli smo u sobu prepunu ljudi poput mene.
Ljudi koji nisu mogli mirno sjediti.
17:10
People who couldn't sit still.
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2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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4587
Koji su se morali kretati da bi mislili.
Plesali su balet, step, jazz,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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3630
suvremeni ples.”
Kasnije je primljena u Kraljevsku baletnu školu,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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postala je solist i imala prekrasnu karijeru s njima.
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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1020244
3299
Kad je diplomirala,
osnovala je vlastitu
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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1023567
2608
plesnu skupinu
17:30
founded the Gillian Lynne Dance Company,
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1026200
1975
i srela Andrew Lloyd Webera.
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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Zaslužna je za neke od najuspješniji kazališnih
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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3146
produkcija u povijesti, podarila je užitak milijunima ljudi
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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i postala multi milijunaš.
Neki drugi liječnik bi joj prepisao
17:45
(Applause)
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6782
lijekove za smirenje.
Ja mislim … Ono što mislim, svodi se na ovo.
17:52
What I think it comes to is this:
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Al Gore je neku večer govorio o
17:54
Al Gore spoke the other night
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1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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4269
ekologiji i revoluciji koju je pokrenula Rachel Carson.
Vjerujem da je naša jedina nada za budućnost
18:01
I believe our only hope for the future
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2166
da prihvatimo novi koncept ljudske ekologije,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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3833
onaj koji će obnoviti našu spoznaju
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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2818
18:10
of the richness of human capacity.
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1976
o bogatstvu ljudskih sposobnosti.
18:12
Our education system has mined our minds
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Naš obrazovni sustav iskorištava naše umove na isti način
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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kao što mi ogoljujemo Zemlju radi iskorištavanja nekog (prirodnog) bogatstva.
A to nije dobro za našu budućnost.
18:19
And for the future, it won't serve us.
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2484
Moramo ponovno osmisliti temeljna načela
18:21
We have to rethink
the fundamental principles
the fundamental principles
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18:24
on which we're educating our children.
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1968
na kojima obrazujemo svoju djecu.
Jonas Salk je prekrasno rekao:
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
1082087
2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
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5039
“Kad bi svi kukci nestali s lica Zemlje,
za 50 godina nestao bi život sa Zemlje.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
A kad bi svi ljudi nestali,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
za 50 godina sve ostale vrste bi procvale.”
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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2634
I on je u pravu.
18:44
And he's right.
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1285
Ono što TED slavi je dar ljudske mašte.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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Moramo se potruditi da taj dar
18:50
We have to be careful now
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koristimo mudro i da spriječimo neke scenarije
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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3229
o kojima smo ovdje govorili.
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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Jedini način da to postignemo je da prepoznamo
19:02
for the richness they are
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1610
svo bogatstvo naših stvaralačkih sposobnosti
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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i da u svojoj djeci vidimo nadu koja ona i jesu.
19:06
And our task is to educate
their whole being,
their whole being,
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Naš je zadatak obrazovati njihovo cijelo biće, tako da bude spremno za tu budućnost.
19:09
so they can face this future.
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Usput – mi možda nećemo vidjeti tu budućnost,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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ali oni hoće. A naš je posao
19:14
And our job is to help them
make something of it.
make something of it.
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da im pomognemo da nešto od toga naprave. Hvala vam.
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