TED2006
Sir Ken Robinson: Do schools kill creativity?
ケン・ロビンソン「学校教育は創造性を殺してしまっている」
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サー・ケン・ロビンソンは、人間の創造性を（弱めてしまうのではなく）育てていくための教育システムを構築している。彼のやり方はエンターテイメント性に溢れると同時に、我々の心の奥底に何かを強く訴えかけてくる。
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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おはようございます。気分はいかがですか？素晴らしいですね、ここは
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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すべてが驚嘆の連続です
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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だからそろそろ帰ろうかと思って（笑）
00:36
(Laughter)
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カンファレンスを通して、これまで私たちは
00:42
There have been three themes
running through the conference
running through the conference
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３つのテーマを取り上げてきました
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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どれも私が話したいことに関わっています
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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１つ目は人間の創造性について
00:52
in all of the presentations that we've had
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ここにいるすべての人が持っている
00:54
and in all of the people here.
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様々な形で表れる私たちの創造性と
00:56
Just the variety of it
and the range of it.
and the range of it.
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その幅の広さです。２つ目は
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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創造性は未来に一体何が起こるのかを
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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予測不可能にしてしまいます
01:06
No idea how this may play out.
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次に何が起こるかなんてさっぱりわからない
01:09
I have an interest in education.
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私は教育に関心があります
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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実際誰もが教育に関心があるんです
あるでしょう？私はとっても興味がある
01:15
Don't you?
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01:16
I find this very interesting.
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例えばディナーパーティーの席で
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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あなたが教育関係の仕事をしてると言ったとします
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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まあ実のところ、教育関係で働いている人はあまりディナーパーティーに行ったりしません
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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そんなに誘われませんよね
01:31
(Laughter)
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まったく誘われない。どうしてでしょうね
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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でも招待されて、誰かと話すとします
「お仕事は？」と聞かれ
01:40
you know, they say, "What do you do?"
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「教育関連の仕事です」と答えると
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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彼らの顔から血の気が引くんです。きっと心の中で
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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「なんてこった！なんで私の隣に？せっかくのパーティーなのに！」なんて思ってる
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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でもあなたが彼らの受けた教育について聞いたら
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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彼らは熱心に話し出すでしょう。教育というのは
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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深い問題ですからね。そうでしょ？
宗教やお金のことみたいに
02:01
Like religion, and money and other things.
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私は教育に非常に関心があります。私たちは皆
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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教育に大きな関心があると思います
02:08
We have a huge vested interest in it,
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恐らく教育というものが私たちを予測不能な未来へと
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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運んで行くからでしょう
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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今年小学校に入学する子供たちは
２０６５年に定年を迎えますが、TEDに集まる
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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あらゆる分野のエキスパートをもってしても
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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５年先の世界ですらわかりません
02:29
what the world will look like
in five years' time.
in five years' time.
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それでも私たちは
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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未来に向かって彼らを教育していく立場にある
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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予測不可能であることは大きなテーマです
02:36
And the third part of this
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そして３つ目は
02:38
is that we've all agreed, nonetheless,
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我々みんなが納得していること
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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つまり子供達が持っている潜在能力
02:45
their capacities for innovation.
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独創性です。夕べのシリーナは驚愕でしたね
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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彼女を見ているだけで伝わってきたでしょう？
02:50
Just seeing what she could do.
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彼女の才能は例外的なようで実はそうではない
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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子供はみな例外的な力を発揮できるからです
子供は自分の中に才能を発見すると没頭します
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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子供は誰もが
03:03
who found a talent.
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比類ない才能を持っているんです
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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私たちは無情にもそれを無駄にしてしまっている
03:07
And we squander them, pretty ruthlessly.
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だから私は教育について話したい
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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創造性のことも話していきます
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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創造性は識字能力と同じくらい教育に必要です
創造力と識字力を同等に扱うべきなんです
03:19
and we should treat it
with the same status.
with the same status.
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（拍手）ありがとう。私が言いたかったのはそういうことです
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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どうもありがとう（笑）まだ１５分も余っていますね
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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私が生まれたのは…いや、違うな
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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最近聞いたお気に入りの話をしましょう
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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絵の教室に通う６歳の少女が
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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教室の後ろの方で絵を描いていました
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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少女はそれまで何にも集中したことがなかった
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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でもその絵の教室では違ったんです
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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先生は興味を惹かれて少女に
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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「何を描いているの？」と聞きました
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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彼女は「神様の絵を描いてるの」と言ったんです
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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「神様がどんな姿をしてるか誰も知らないのよ」と先生が言うと
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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少女は「もうすぐわかるわ」と答えたんです
04:09
(Laughter)
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（笑）
私の息子がイギリスで４歳だった頃
04:20
When my son was four in England --
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正直言うと、あの頃息子はどこにいたって４歳だったんですが
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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そう！あの年息子はどこに行っても４歳でした
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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息子はキリスト誕生の劇をやっていたんです
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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どんなストーリーか覚えてますか？
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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壮大なストーリーでメル・ギブソンが続編をやりましたね
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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「キリスト誕生２」見たことあります？
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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息子がヨゼフ役をやるというので興奮しました
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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ヨゼフは重要な役の１つだと思っていましたから
会場を「ジェームス・ロビンソンこそヨゼフだ！」と書いた
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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Tシャツを着た友人でいっぱいにしました
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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息子にセリフはなかったんですが
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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３人の賢者が金とフランキンセンス（乳香）とミルラ（没薬）を
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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持ってくる場面はわかりますよね
04:59
This really happened.
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これは本当に起こったことなんですよ
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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恐らく順番通りやらなかったんだと思います
後で息子に「あれでよかったの？」
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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と訊いたら「何か間違ってた？」って言うんです
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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だから多分順番を入れ替えたんだと思います
05:09
They just switched.
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とにかくその劇で
05:10
The three boys came in,
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頭にタオルをのせた４歳の男の子たちは
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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贈り物の箱を置いて、最初の少年が
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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「私は金を贈ります」と言い
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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２番目の子は「私はミルラを贈ります」と言い
05:20
And the third boy said, "Frank sent this."
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３番目の子が「フランク セント ディス」って言ったんです！
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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子供たちはいちかばちかやってみるんですね
何も知らなくても子供はただやってみます
05:37
If they don't know, they'll have a go.
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そうでしょ？間違えることを怖がらない
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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間違えを犯すことと創造的であることは
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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同じではありませんが
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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間違えることを恐れていたら
05:52
you'll never come up
with anything original --
with anything original --
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決して独創的なものなど思いつかない
05:54
if you're not prepared to be wrong.
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間違えることを許されずに育った
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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子供は本来の才能を失ってしまう
間違えることを恐れるんです
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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会社はこうやって経営されてますね
06:03
And we run our companies like this.
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過ちを犯すことを非難する
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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私たちが作った国家教育システムでは
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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失敗は最悪だと教えます
06:12
And the result is that
we are educating people
we are educating people
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教育が人間本来の創造性を殺してしまっている
06:15
out of their creative capacities.
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ピカソはかつてこう言いました
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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「子供はみな生まれながらのアーティストだ」
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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問題は成長しながらどうやってアーティストたり続けるか
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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我々は創造性を育てるどころか見失い
創造性の欠落した教育を受けている
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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一体どうしてなのでしょうか？
06:33
So why is this?
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私は５年前までストラットフォードオンエーボンに住んでいました
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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ストラットフォードからロサンジェルスに引っ越したんです
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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どんなにスムーズな変化だったか想像できますよね！
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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ちゃんと言うと
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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スニッターフィールドという所に住んでいました
ストラットフォードの郊外で
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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シェークスピアの父親の出生地です。驚きませんか？
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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シェークスピアに父親がいたなんて考えたことなかったでしょ？
あります？
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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シェークスピアも子供だったなんて
07:01
Shakespeare being seven?
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７歳のシェークスピアなんて考えてもみなかった
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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でも彼にも７歳の頃があって
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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誰かの英語の授業を受けてたんです。なんてうっとおしいんでしょう！
07:07
(Laughter)
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07:14
How annoying would that be?
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「もっと努力しなさい」
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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「寝なさい！今すぐです！」ってシェークスピアに言うんですよ
ウィリアム・シェークスピアに言うんです「鉛筆を置きなさい！」
07:32
And put the pencil down."
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「そんな話し方するんじゃありません。みんな混乱するんですから」
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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（笑）
07:42
(Laughter)
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まあとにかく、私たちはストラットフォードからロスに引っ越しました
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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実はこのことで言いたいことがあります
07:53
and I just want to say a word
about the transition.
about the transition.
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息子はロスは好きでしたが引っ越しはイヤだった
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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私の子供は息子が２１、娘が１６になります
08:00
He didn't want to come to Los Angeles.
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イギリスにいるサラという恋人が彼のすべて
だから息子はロスに来たくなかったんです
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
166
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08:05
This was the love of his life, Sarah.
167
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知り合って１ヶ月でした
08:08
He'd known her for a month.
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でもすでに４回目の記念日を迎えていました
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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１６歳には時間がたっぷりありますからね
08:13
because it's a long time when you're 16.
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息子は不機嫌極まりなく
08:16
He was really upset on the plane,
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「サラみたいな子は他にいない！」と言っていました
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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でも私たちはそれを聞いて喜んでいました
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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イギリスを離れた１番の理由がサラだったんですから
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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（笑）
08:34
(Laughter)
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世界中を渡り歩いていると
１つ驚愕することがあります
08:40
But something strikes you
when you move to America
when you move to America
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地球上どこの教育制度も科目の優劣がある
08:42
and travel around the world:
179
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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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すべてです。どこに行こうと大差ない
08:47
Every one. Doesn't matter where you go.
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他の制度があるだろうって思うでしょ？でも、ない
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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みんな同じ。数学と語学がトップで
08:51
At the top are mathematics and languages,
183
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次が人文系。一番評価されてないのは芸術系
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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地球上どっこにいっても！
08:56
Everywhere on Earth.
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そして大概どの教育制度でも
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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芸術科目の中でまた順位があります
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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美術と音楽は演劇やダンスより上です
数学みたいにダンスを毎日教える
09:04
than drama and dance.
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1167
09:05
There isn't an education
system on the planet
system on the planet
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教育制度はありません
09:07
that teaches dance everyday to children
190
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どうしてでしょうか？
09:09
the way we teach them mathematics. Why?
191
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私はダンスは非常に重要だと考えています
09:12
Why not? I think this is rather important.
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数学もダンスも同じくらい大事です
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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子供というのは１日中でも踊っています。みんなそうです
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
194
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私たちはみんな体を持ってますよね。あれ、ミーティングに行きそびれたかな？
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
195
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09:23
(Laughter)
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私たちは子供が成長するにつれて
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
197
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腰から上へとだんだんと教育し
09:28
we start to educate them progressively
from the waist up.
from the waist up.
198
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最後は頭にフォーカスする
09:31
And then we focus on their heads.
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それも脳の片側だけ
09:33
And slightly to one side.
200
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もしエイリアンが教育現場にやってきたら
09:35
If you were to visit
education, as an alien,
education, as an alien,
201
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2657
09:38
and say "What's it for, public education?"
202
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「公教育って何のためにあるの？」と不思議に思うでしょう
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
203
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現在の教育がもたらす結果を見たら
誰が本当に恩恵を受けて
09:43
who really succeeds by this,
204
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1376
誰がやる事をやっていて
09:45
who does everything that they should,
205
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
206
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誰が一番おいしいところを持っていく勝者か考えたら
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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公教育の目的は
世界中において
09:53
throughout the world
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1097
大学教授を生み出すことだと言わざるを得ないでしょう
09:54
is to produce university professors.
209
570239
1953
09:56
Isn't it?
210
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1311
09:57
They're the people who come out the top.
211
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1983
彼らが世の中のトップにいる
09:59
And I used to be one, so there.
212
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2179
私も昔そうだった。すごいでしょ
10:01
(Laughter)
213
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大学教授は好きですから。でもね、みなさん
10:04
And I like university
professors, but you know,
professors, but you know,
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3101
10:07
we shouldn't hold them up
215
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1475
大学教授だけが人間の最高峰ではないんです
10:09
as the high-water mark
of all human achievement.
of all human achievement.
216
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2931
10:12
They're just a form of life,
217
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1976
大学教授は単に１つの生き方に過ぎない
10:14
another form of life.
218
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彼らはとても好奇心旺盛ですけどね
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
219
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3298
大学教授に対する愛情から言ってるんですよ
教授というのはとっても興味深い生き物だ
10:18
There's something curious
about professors in my experience --
about professors in my experience --
220
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大概、教授というのは頭の中で生きてる
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
それも頭の片方に偏ってる
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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言葉通り、なんだか現実離れしてる人たちです
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
彼らは自分たちの体を
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
224
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頭を運ぶための乗り物としか見ていませんよね？
10:34
(Laughter)
225
610010
6166
10:40
Don't they?
226
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体は教授を会議に連れてくための乗り物です
10:41
It's a way of getting
their head to meetings.
their head to meetings.
227
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2222
10:43
(Laughter)
228
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5512
もし本当の幽体離脱体験の証拠が欲しければ
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
229
625022
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教授の重鎮が集まるような
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
数日間の学会に行ってみるといい
最終日の夜にはディスコに行って
10:56
and pop into the discotheque
on the final night.
on the final night.
231
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2243
10:58
(Laughter)
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ビートなんか無視してめちゃくちゃに体をくねらせながら
11:01
And there, you will see it.
233
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1356
11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
234
638858
4118
「早く家に帰って今夜のことを論文に書こう」
11:07
(Laughter)
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なんて考えてるいい年した男女を見れますから
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.
236
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3325
今の教育制度は学者を育てるために作られています
11:13
(Laughter)
237
649240
1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
238
651168
3843
そこには理由があるんです
11:19
And there's a reason.
239
655035
1241
制度全体が作り上げられた１９世紀以前に
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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656300
3556
世界中どこにも公教育なんてなく
11:23
really, before the 19th century.
241
659880
2106
教育制度は産業主義社会のニーズから
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
242
662010
2957
生まれました
科目の優劣は２つのことから決められました
11:29
So the hierarchy is rooted on two ideas.
243
665269
2163
１つは働くために有用な科目が最優先ということ
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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4597
私たちが小学生の頃習ったことや好きなこと
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
砂場遊びとか仕事に使えないことは
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
246
674132
2934
おそらく敬遠されたでしょう
砂遊びでは会社で雇ってもらえませんから
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
247
677090
3386
音楽なんてダメだ！音楽家になるわけじゃないんだから
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
248
680500
2381
アートなんてするな。アーティストになんてならないんだから
11:46
don't do art, you won't be an artist.
249
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1801
11:48
Benign advice -- now, profoundly mistaken.
250
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3420
心優しいアドバイス。でもまったくもって間違っています
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
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2145
世界は今、変革の時にある
２つ目は学力。学校の成績だけが
11:54
And the second is academic ability,
252
690343
2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
253
692464
2885
いまや知性だと思われている
大学側のイメージだけで教育制度を作ったからです
11:59
because the universities designed
the system in their image.
the system in their image.
254
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2903
世界中に広がる今の学校教育が
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
255
698300
3494
大学に入るために敷かれた
長い道のりなんです
12:05
is a protracted process
of university entrance.
of university entrance.
256
701818
2226
その結果、無数の天才的で創造性溢れる
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
704068
2333
人たちが「自分は才能がない」と感じています
12:10
brilliant, creative
people think they're not,
people think they're not,
258
706425
2435
学校は彼らの才能を評価しないどころか
12:12
because the thing
they were good at at school
they were good at at school
259
708884
2138
ダメだと烙印を押してしまうから
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
260
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
261
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2296
しかし、そんなことをしている余裕はない
12:19
In the next 30 years, according to UNESCO,
262
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2464
これから３０年間、ユネスコによると
歴史始まって以来の多くの人間が世界中で
12:22
more people worldwide will be graduating
263
718191
2810
こういった教育を受けて社会に出て行くんです
12:25
through education
than since the beginning of history.
than since the beginning of history.
264
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2546
今よりもっと大勢の人がです。それと
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
265
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今まで話し合ってきたこと全部の組み合わせです
テクノロジーとその進歩が労働環境や
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
266
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3048
人口の増大に大きな影響を与えます
12:34
and the huge explosion in population.
267
730372
1804
突然、大学の学位がまるで意味をなさなくなった
12:36
Suddenly, degrees aren't worth anything.
268
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2865
私が学生の頃は大学を卒業していれば仕事が見つかりました
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
736723
2753
仕事がない人っていうのは自らそれを選んだ人でした
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.
271
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2776
正直、私は仕事なんてしたくなかった
12:46
And I didn't want one, frankly. (Laughter)
272
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2676
12:49
But now kids with degrees
273
745000
4074
でも現在、大学を卒業した子供達は
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
749098
3045
ビデオゲームをするために家へ帰るんです
今や学士ではなく修士、時には博士号が
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
752167
3198
必要になってきたからです
12:59
and now you need a PhD for the other.
276
755389
1787
大学教育のインフレが起こっているんです
13:01
It's a process of academic inflation.
277
757200
1776
13:03
And it indicates the whole
structure of education
structure of education
278
759000
2376
根底から教育制度が変わりつつあります
抜本的に知性の意味を考え直す
13:05
is shifting beneath our feet.
279
761400
1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
762857
2620
必要がある
知性について３つのことがわかっています
13:09
We know three things about intelligence.
281
765501
1995
１つは多様であること。我々はこの世界を
13:11
One, it's diverse.
282
767520
1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
あらゆる視点から捉えます。視覚的だったり
聴覚からであったり、感触からであったり
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
771800
2976
抽象的な捉え方もしますし、動きながらだったり
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
774800
2301
次に、知性とはダイナミックです
13:21
Secondly, intelligence is dynamic.
286
777246
1754
人間の脳の働きを考えてみましょう
13:23
If you look at the interactions
of a human brain,
of a human brain,
287
779587
2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
288
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2976
昨日のプレゼンテーションからわかったように
13:29
intelligence is wonderfully interactive.
289
785000
1976
知性とは素晴らしくインタラクティブです
13:31
The brain isn't divided into compartments.
290
787000
2238
脳はいくつもの部分に区切られているわけではありません
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
創造性とは、独創的で価値あるアイディアを
13:37
of having original ideas
that have value --
that have value --
292
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2325
構築するプロセスのことだと思います
創造力は様々な分野や価値観の
13:39
more often than not comes about
through the interaction
through the interaction
293
795349
2652
相互作用によって生まれます
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
294
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3000
ところで、脳には
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
295
802310
3666
右脳と左脳に繋がる複数の神経を束ねる軸があります
13:50
called the corpus callosum.
296
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1491
脳梁と呼ばれる部分で女性の方が太いんです
13:51
It's thicker in women.
297
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1266
昨日のヘレンの話もそうでしたが
13:53
Following off from Helen yesterday,
298
809088
1741
女性の方がマルチタスクなのはこのせいかもしれないですね
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
300
814000
1817
ここにいる女性方もそうでしょ？
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
815841
3207
多くの研究結果がありますが個人的な経験からもわかります
もし妻が家で食事の支度をしていたら
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
302
819738
5238
実際そんなにやってくれないんですけどね、ありがたいことに
14:09
(Laughter)
303
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2854
妻は他に得意なことがありますから！
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
827878
2498
でもまあ、料理をしていたとしましょう
彼女は同時に電話で誰かと話したりします
14:14
she's dealing with people on the phone,
305
830400
1876
子供と話したり、天井の色を塗り替えたり
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
832300
2556
14:18
she's doing open-heart surgery over here.
307
834880
3096
心臓を開けて手術をしたりね
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
838000
2976
私が料理をする時はドアを閉め、子供たちはどこかに行き
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
309
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2976
電話などしません。妻が途中で入って来たらイラっとします
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
310
844000
3071
「テリー、卵を焼こうとしてるんだからちょっと放っておいてくれよ」って言います
14:31
(Laughter)
311
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6730
14:38
"Give me a break."
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1200
14:39
(Laughter)
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1720
みなさんも古い哲学の問いを知ってるでしょう
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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2499
「森で１本の木が倒れ、誰もその音を聞かなかったら」
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
315
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3253
「それは本当に起こったことなのか？」
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
最近面白いTシャツを見ました「男が森の中で」
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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「好き放題言うのを聞いていた女性はいなかった」
14:55
is he still wrong?"
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「彼はそれでも間違ってるのか？」って書いてあったんです
14:56
(Laughter)
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5606
15:03
And the third thing about intelligence is,
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2000
３つ目に知性とは比類ないものです
15:06
it's distinct.
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1369
今『エピファニー』という新しい本を執筆中です
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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2573
いかに人間は自分の才能とめぐり会うか
15:10
which is based on a series
of interviews with people
of interviews with people
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2474
その過程について色々な人に
15:12
about how they discovered their talent.
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888849
1920
インタビューしました
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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2169
この本を書くきっかけを与えてくれたのは
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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3190
恐らく皆さんが知らないある女性です
ジリアン・リンといいます
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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2676
何人か知っているみたいですね。彼女は振り付け師です
15:22
Have you heard of her? Some have.
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1630
彼女の作品は誰もが知っています
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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2522
「キャッツ」や「オペラ座の怪人」です
15:27
She did "Cats" and "Phantom of the Opera."
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903100
2001
彼女は素晴らしい。私は昔、英国ロイヤルバレーの役員でした
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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見ればわかるでしょ！
15:32
as you can see.
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1201
15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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909522
2400
ジリアンとランチをした時尋ねたんです
「どうやってダンサーになったの？」
15:36
"How did you get to be a dancer?"
336
912047
1800
15:37
It was interesting.
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1000
彼女の答えは興味深かった。ジリアンは小学生の頃
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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まったくもって絶望的でした。１９３０年代のことです
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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3602
学校は彼女の両親に
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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2000
ジリアンには学習障害があると伝えたんです
集中力がなくいつもそわそわしていた
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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923024
2142
今だったらADHDと言われているんでしょうが１９３０年代は
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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3290
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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4059
ADHDなんて概念はありませんでしたから
そう判断することはできなかったですよね
15:56
It wasn't an available condition.
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932587
2389
15:59
(Laughter)
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2737
当時の人はADHDなんて知る由もなかった
16:01
People weren't aware they could have that.
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937761
2060
とにかくジリアンは専門家に相談に行きました
16:03
(Laughter)
347
939845
2134
16:06
Anyway, she went to see this specialist.
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942003
4278
重厚な壁に囲まれた部屋で
部屋の隅にある椅子に座るよう言われ
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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946305
3722
２０分も何もせずに座っている横で
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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950051
2477
専門家は母親に向かって
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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952552
3639
ジリアンの学校での問題について話していたそうです
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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956215
2328
ジリアンはいつも遅れて宿題を出したり
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
353
958567
3677
他の生徒の学習に支障をきたすと
最終的に医者がジリアンの所に来て言いました
16:26
little kid of eight.
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962268
1096
16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
355
963388
3055
「ジリアン」
「君のお母さんの話をいろいろ聞いて」
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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966467
2705
「お母さんと２人で少しお話がしたいんだ」
16:33
I need to speak to her privately.
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969196
1619
「少しここで待ってて」
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
358
970839
2376
ジリアンを１人残し
16:37
and they went and left her.
359
973239
2325
医者と母親は部屋を出て行きました
16:39
But as they went out of the room,
360
975588
1636
その際に医者はラジオのスイッチを入れました
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
361
977248
2500
そして部屋の外で母親に
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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980342
3430
「ここでジリアンを見ていて下さい」と伝えました
16:48
And the minute they left the room,
363
984000
2991
するとジリアンは元気そうに、音楽に合わせて動き始めました
16:51
she was on her feet, moving to the music.
364
987015
2484
母親と医者はそんなジリアンを見守りました
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,
365
989523
3453
そして医者は母親に言ったんです
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
366
993000
3976
「お母さん、ジリアンは病気なんかじゃありません。ダンサーですよ」
17:01
Take her to a dance school."
367
997000
1976
「ダンススクールに通わせてあげなさい」
17:03
I said, "What happened?"
368
999000
1976
私はその後を尋ねると
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
369
1001000
2976
「行かせてくれたわ。どんなに楽しかったか言葉じゃ表せない！」
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
370
1004000
2753
「ダンススクールには私みたいな子ばかりいた」
「みんなじっとしてられないの」
17:10
People who couldn't sit still.
371
1006777
2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
372
1009000
4587
「考えるのにまず体を使わなくちゃいけない」
彼女はバレーやタップやジャズダンスを習いました
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
373
1013746
3630
モダンやコンテンポラリーダンスもやりました
ジリアンはやがてロイヤルバレー学校の
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
374
1017400
2820
オーディションに受かってソリストになり
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
375
1020244
3299
見事なキャリアを築きました
それからロイヤルバレーを卒業して
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
376
1023567
2608
ジリアン・リン・ダンスカンパニーを設立しました
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
その後アンドリュー・ロイド・ウィーバーと出会い
17:32
met Andrew Lloyd Webber.
378
1028200
1243
17:33
She's been responsible for
379
1029568
1409
ジリアンは歴史上もっとも偉大なミュージカルを手がけます
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
380
1031001
3146
何百万人もの人に感動と喜びを与え
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
381
1034172
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.
382
1037269
4070
経済的にも大成功しました
あの医者じゃなければ彼女を薬漬けにして
17:45
(Applause)
383
1041364
6782
おとなしくするように言っていたかもしれません
さて、私はこんなことを考えています
17:52
What I think it comes to is this:
384
1048575
1601
アル・ゴアがレイチェル・カーソンに感銘を受けて
17:54
Al Gore spoke the other night
385
1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
386
1052000
4269
エコロジーと革命についての話をしましたね
私は、我々の未来への唯一の希望は
18:01
I believe our only hope for the future
387
1057111
2166
人類生態学という新しい概念を取り入れることだと思います
18:03
is to adopt a new conception
of human ecology,
of human ecology,
388
1059301
3833
人類生態学とは、人間は豊かな可能性を持っているという
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
389
1063158
2818
18:10
of the richness of human capacity.
390
1066000
1976
新しい考え方を築き上げる学問です
18:12
Our education system has mined our minds
391
1068000
3499
これまでの教育は、地表を削いで石炭を直接取り出すように
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
392
1071523
3276
私たちから特定の物だけを発掘してきました
でも将来それはもう役立ちません
18:19
And for the future, it won't serve us.
393
1075188
2484
私たちは次世代の人間を教育するための
18:21
We have to rethink
the fundamental principles
the fundamental principles
394
1077696
2280
18:24
on which we're educating our children.
395
1080000
1968
根本的な理念を再考しなければならない
ジョナス・サークの素晴らしい引用があります
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
1084785
5039
「仮にすべての昆虫が地球から消え去ったら」
「その後50年の間にあらゆる生きものが消滅するだろう」
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
「もし地球上から人類が消え去ったら」
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
399
1093688
3072
「50年後にはあらゆる生命が豊かに栄えるだろう」
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
1096784
2634
その通りだと思います
18:44
And he's right.
401
1100244
1285
TEDが称賛するのは人間の持つイマジネーションという宝物です
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
402
1102291
3634
いかにこの天賦を賢く活用するか考えなくてはなりません
18:50
We have to be careful now
403
1106417
2071
想定されたシナリオを回避するために
18:52
that we use this gift wisely
404
1108512
2255
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
405
1110791
3229
私たちに残された唯一の方法は
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
406
1114044
3932
人間の限りない創造性が
19:02
for the richness they are
407
1118000
1610
私たちの生を豊かにすることを知り
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
1119634
3182
子供たちが未来の希望であると認識することです
19:06
And our task is to educate
their whole being,
their whole being,
409
1122840
2398
子供をあるがままに育てなくてはいけません
19:09
so they can face this future.
410
1125262
1484
私たちが未来を見ることはないかもしれませんが
19:10
By the way -- we may not see this future,
411
1126770
2206
19:13
but they will.
412
1129000
1430
子供は未来を生きていくのです。私たちの役割は
19:14
And our job is to help them
make something of it.
make something of it.
413
1130454
3079
子供たちが未来を創る支えとなることです。どうもありがとう
19:17
Thank you very much.
414
1133557
1000
19:18
(Applause)
415
1134581
3000
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