TED2006
Sir Ken Robinson: Do schools kill creativity?
ಶಾಲೆಗಳು ಕ್ರಿಯಾತ್ಮಕತೆಯನ್ನು ಕೊಲ್ಲುತ್ತವೆ ಎನ್ನುತ್ತಾರೆ ಕೆನ್ ರಾಬಿನ್ಸನ್
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ಕ್ರಿಯಾತ್ಮಕತೆಯನ್ನು ಪೋಷಿಸುವ (ಕುಂಟಿತ ಗೊಳಿಸದ) ಶೈಕ್ಷಣಿಕ ಪದ್ದತಿಯ ರಚನೆ ಆಗಬೇಕೆನ್ನುವ ವಿಚಾರವನ್ನು ಬಹಳ ಮನೋಹರವಾಗಿಯೂ ಹಾಗು ಪ್ರಬುದ್ಧವಾಗಿಯೂ ಸರ್ ಕೆನ್ ರಾಬಿನ್ಸನ್ ಅವರು ಪ್ರಸ್ತಾಪಿಸುತ್ತಾರೆ.
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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ಶುಭೋದಯ. ಚೆನ್ನಾಗಿದ್ದೀರಾ ? ಇದು ತುಂಬ ಅದ್ಭುತವಾಗಿದೆ, ಅಲ್ಲವೆ ?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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ನಾನಂತೂ ಈ ಎಲ್ಲದರಿಂದ ಮೂಕವಿಸ್ಮಿತನಾಗಿದ್ದೇನೆ.
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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ನಿಜ ಹೇಳಬೇಕು ಅಂದ್ರೆ, ನಾ ಹೊರಟೆ. (ನಗು)
00:36
(Laughter)
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ಮೂರು ವಿಚಾರಧಾರೆಗಳು
00:42
There have been three themes
running through the conference
running through the conference
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ಈ ಸಭೆಗಳಲ್ಲಿ ಕಂಡುಬಂದಿದೆ.
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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ಇವುಗಳು ನನ್ನ ಈ ಭಾಷಣಕ್ಕೆ ಪ್ರಸಕ್ತವಾಗಿವೆ.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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ಮೊದಲನೆಯದಾಗಿ, ಮಾನವನ ಕ್ರಿಯಾತ್ಮಕತೆಗೆ ಅದ್ಬುತವಾದ ಸಾಕ್ಷಿ
00:52
in all of the presentations that we've had
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ನಾವು ಕೇಳಿದ ಪ್ರತಿಯೊಂದು ಭಾಷಣದಲ್ಲಿಯೂ
00:54
and in all of the people here.
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ಹಾಗೂ ಇಲ್ಲಿ ನೆರೆದಿರುವ ಪ್ರತಿಯೊಬ್ಬ ವ್ಯಕಿಯಲ್ಲಿಯೂ ಇದು ಗೋಚರವಾಗುತ್ತಿದೆ. ಇದರ ವ್ಯವಿದ್ಯಥೆ
00:56
Just the variety of it
and the range of it.
and the range of it.
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ಹಾಗೂ ಇದರ ಪರಿಮಿತಿ ಅಪಾರ. ಎರಡನೆಯದಾಗಿ,
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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ಇದರಿಂದಾಗಿ ಪರಿಸ್ಥಿತಿ ಹೇಗಾಗಿದೆಯೆಂದರೆ ಮುಂದೆ ಏನು ನಡಿಯಬಹುದು ನಮಗೆ ಹೊತ್ತಿಲ್ಲ,
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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ಭವಿಷ್ಯತ್ ಕಾಲದ ಬಗ್ಗೆ ನಮಗೆ ಸ್ಪಷ್ಟ ಕಲ್ಪನೆ ಇಲ್ಲ.
01:06
No idea how this may play out.
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ಹೇಗೆ ಇದು ರೂಪಗೊಳ್ಳುವುದೆಂದು.
01:09
I have an interest in education.
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ನನಗೆ ಶಿಕ್ಷಣದ ವಿಚಾರದಲ್ಲಿ ಬಹಳ ಆಸಕ್ತಿ --
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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ವಾಸ್ತವವಾಗಿ, ನಾನು ಕಂಡ ಸಂಗತಿ ಏನಂದ್ರೆ ಶಿಕ್ಷಣದ ಬಗ್ಗೆ ಎಲ್ಲರಿಗೂ ಆಸಕ್ತಿ ಇದೆ.
ನಿಮಗೆ ಇಲ್ಲವೇ ? ಇದು ನನಗೆ ಬಹಳ ಕುತೂಹಲಕಾರಿಯಾದ ಸಂಗತಿ.
01:15
Don't you?
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01:16
I find this very interesting.
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ನೀವು ಯಾವುದಾರು ಊಟದ ಔತಣಕ್ಕೆ ಹೋಗಿ,
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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ನಾನು ಶಿಕ್ಷಣದ ಕ್ಷೇತ್ರದಲ್ಲಿ ಕೆಲಸ ಮಾಡ್ತೀನಿ ಅಂತ ಹೇಳಿ --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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ವಾಸ್ತವವಾಗಿ, ನೀವು ಶಿಕ್ಷಣ ಕ್ಷೇತ್ರದಲ್ಲೇ ಇದ್ದರೆ, ಹೆಚ್ಚಿನಪಕ್ಷ ನೀವು ಯಾವ ಔತಣದಲ್ಲೂ ಇರಲ್ಲ.
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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(ನಗು) ಇದ್ದರುನೂ ಯಾರು ನಿಮ್ಮನ್ನ ಕೇಳಲ್ಲ.
01:31
(Laughter)
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ನಾ ಕೇಳಿದರೂ ತಿರುಗಿ ನನ್ನನ್ನ ಯಾರು ಕೇಳಲ್ಲ, ಆಶ್ಚರ್ಯ. ಇದು ನನಗೆ ವಿಚಿತ್ರ ಅನ್ಸುತ್ತೆ.
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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ಆದರೂ ಊಹಿಸಿಕೊಳ್ಳಿ, ನೀವು ಯಾರನ್ನೋ ಮಾತಾಡಿಸ್ತೀರಿ,
ಆಗ ಅವರು ನಿಮ್ಮನ್ನ, "ನೀವು ಏನು ಮಾಡ್ತೀರಿ?" ಅಂಥ ಕೇಳ್ತಾರೆ
01:40
you know, they say, "What do you do?"
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ಆಗ ನೀವು ಶಿಕ್ಷಣ ಕ್ಷೇತ್ರದಲ್ಲಿ ಕೆಲಸ ಮಾಡ್ತೀನಿ ಎಂದರೆ
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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ಆಗ ಅವರ ಮುಖ ಹೇಗೆ ಕೋಪದಿಂದ ಕೆಂಪಿಡುತ್ತದೆಂದು ನೀವು ಕಾಣಬಹುದು. ಅವರ ಭಾವನೆ,
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"ಅಯ್ಯೋ ದೇವರೇ, ನಾನೇ ಯಾಕೆ ಸಿಕ್ಬಿದ್ದೆ ? ಇಡೀ ವಾರದಲ್ಲಿ ನನ್ನ ಒಂದು ಬಿಡುವಿನ ಸಂಜೆ." (ನಗು)
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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ನೀವು ಅವರ ಓದಿನ ಬಗ್ಗೆ ಕೇಳಿದಾಗ ಮಾತ್ರ
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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ಅವರು ನಿಮ್ಮನ್ನ ಚೆನ್ನಾಗಿ ದಬಾಯಿಸ್ತಾರೆ. ಏಕಂದರೆ ಇದು, ಒಂದು ವಿಷಯ
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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ವಕ್ತಿಗಳ ಅಂತರಾಳವನ್ನು ಮುಟ್ಟುತ್ತದೆ, ನಿಜ ಅಲ್ವೆ ?
ಇದು ಮತ ಹಾಗೂ ಹಣಕಾಸು ಅಂತಹ ವಿಚಾರಗಳ ತರಹ.
02:01
Like religion, and money and other things.
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ನನಗೆ ಶಿಕ್ಷಣದಲ್ಲಿ ಬಹಳ ಆಸಕ್ತಿ , ನನಗ್ ಅನ್ಸುತ್ತೆ ಪ್ರತಿಯೊಬ್ಬರಿಗೂ ಇದು ಅನ್ವಯಿಸುತ್ತೆ.
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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ನಾವೆಲ್ಲರೂ ಇದರ ದೊಡ್ಡ ಪಾಲುದಾರರು,
02:08
We have a huge vested interest in it,
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ಏಕಂದರೆ, ಶಿಕ್ಷಣವೆ
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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ನಮ್ಮನು ಅನಿರ್ದಿಷ್ಟ ಭವಿಷ್ಯದೆಡೆಗೆ ಕೊಂಡೊಯ್ಯಬೇಕು
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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ನೀವು ಯೋಚಿಸಿ ನೋಡಿ, ಈ ವರ್ಷದಿಂದ ಶಾಲೆಗೆ ಹೋಗುವ ಮಕ್ಕಳು
೨೦೬೫ ರಲ್ಲಿ ನಿವೃತ್ತಿಯಾಗುತ್ತಾರೆ.
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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ಕಳೆದ ನಾಲ್ಕು ದಿನಗಳಿಂದ ನಡೆದ ಪಾಂಡಿತ್ಯ ಪ್ರದರ್ಶನದ ನಂತರವೂ
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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ಈ ಜಗತ್ತು ಮುಂದಿನ ಐದು ವರ್ಷಗಳಲ್ಲಿ ಹೇಗಿರುತ್ತೆ
02:29
what the world will look like
in five years' time.
in five years' time.
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ಅಂಥ ಯಾರಿಗೂ ಊಹಿಸಿಕೊಳ್ಳಲು ಸಾಧ್ಯವಿಲ್ಲ. ಆದರೆ ಮಕ್ಕಳನ್ನ
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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ಈ ಭವಿಷ್ಯವನ್ನು ಎದುರಿಸಲು ಶಿಕ್ಷಿಸಬೇಕು. ನನಗೆ ಅನ್ಸುತ್ತೆ ಈ ಅನಿರ್ದಿಷ್ಟತೆ
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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ಅದ್ಬುಥವಾದದ್ದು .
02:36
And the third part of this
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ಮೂರನೆಯದಾಗಿ,
02:38
is that we've all agreed, nonetheless,
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ನಾವೆಲ್ಲರೂ ಒಪ್ಪುವಂತಹ ವಿಷಯ ಅಂದ್ರೆ
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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ಮಕ್ಕಳ ಅದ್ಭುತವಾದ ಸಾಮರ್ಥ್ಯಗಳು --
02:45
their capacities for innovation.
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ಆವಿಷ್ಕಾರಕ್ಕೆ ಬೇಕಾದ ಅವರ ಸಾಮರ್ಥ್ಯ. ನಿನ್ನೆ ರಾತ್ರಿ ನಾವು ನೋಡಿದ ಸಿರೀನಳು ಒಂದು ವಿಸ್ಮಯ
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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ಅಲ್ಲವೇ ? ಸುಮ್ಮನೆ ಅವಳು ಏನು ಮಾಡಬಹುದು ಅನ್ನುವಂತಹದ್ದು
02:50
Just seeing what she could do.
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ಹಾಗೂ ಅವಳು ಅಸಾಧಾರಣವಾದವಳು, ಆದರೆ ಒಂದು ದ್ರಿಷ್ಟಿಕೊನದಲ್ಲಿ
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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ಮಕ್ಕಳೆಲ್ಲರನ್ನ ನೋಡಿದರೆ ಅಷ್ಟು ಅಸಾಧಾರಣ ಅಲ್ಲ ಅನ್ಸುತ್ತೆ.
ನಾವು ಇಲ್ಲಿ ಕಾಣುವುದೆನಂದರೆ, ಇವಳಿಗೆ ಅಸಾಧಾರಣ ಸಂಕಲ್ಪ ಶಕ್ತಿ ಇದೆ
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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ಹಾಗೂ ಇವಳು ಒಂದು ಪ್ರತಿಭೆಯನ್ನ ಆರಿಸಿಕೊಂಡಿದ್ದಾಳೆ. ನನ್ನ ವಾದ ಏನಂದರೆ
03:03
who found a talent.
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ಎಲ್ಲ ಮಕ್ಕಳಿಗೂ ಅಗಾಧವಾದ ಪ್ರತಿಭೆ ಇರುತ್ತದೆ.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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ಆದರೆ ನಾವು ಅದನ್ನ ಪೋಲು ಮಾಡ್ತೀವಿ, ಅದು ನಿರ್ದಾಕ್ಷಿಣ್ಯವಾಗಿ.
03:07
And we squander them, pretty ruthlessly.
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ಅದಕ್ಕೆ ನಾನು ಶಿಕ್ಷಣದ ಬಗ್ಗೆ ಮಾತಾಡಲು ಬಯಸ್ತೀನಿ ಮತ್ತು
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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ಕ್ರಿಯಾತ್ಮಕತೆಯ ಬಗ್ಗೆ ಮಾತಾಡಲು ಇಚ್ಛೆ ಪಡ್ತೀನಿ. ನನ್ನ ಅಭಿಪ್ರಾಯ ಏನಂದ್ರೆ
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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ಕ್ರಿಯತ್ಮಕತೆಗೆ ಈಗ ಮುಖ್ಯ ಸ್ಥಾನ ಇದೆ ಹೇಗೆ ಸಾಕ್ಷರತೆಗೆ ಇದಿಯೋ ಹಾಗೆ,
ಮತ್ತು ನಾವು ಅದಕ್ಕೆ ಅಷ್ಟೇ ಮಹತ್ವದ ಸ್ಥಾನ ಕೊಡಬೇಕು.
03:19
and we should treat it
with the same status.
with the same status.
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(ಚಪ್ಪಾಳೆ) ಧನ್ಯವಾದಗಳು. ಅಷ್ಟೇ, ಅಲ್ಲಿಗೆ ಮುಗಿತು.
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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ನಿಮ್ಮೆಲ್ಲರಿಗೂ ಧನ್ಯವಾದಗಳು. (ನಗು). ಇನ್ನು ೧೫ ನಿಮಿಷಗಳು ಉಳಿಯಿತು.
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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ನಾನು ಹುಟ್ಟಿದೆ -- ಇಲ್ಲ (ನಗು)
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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ನಾನು ಈಚೆಗೆ ಒಂದು ಮಹತ್ತರವಾದ ಕಥೆ ಕೇಳ್ದೆ -- ಅದನ್ನ ಹೇಳೋಕ್ಕೆ ನನಗೆ ತುಂಬಾ ಇಷ್ಟ --
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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ಒಂದು ಚಿಕ್ಕ ಹುಡುಗಿಯ ಬಗ್ಗೆ . ಅವಳು ಚಿತ್ರ ಬಿಡಿಸುವ ತರಗತಿಯಲ್ಲಿದ್ದಳು. ಅವಳಿಗೆ ಆರು ವರ್ಷ.
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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ಮತ್ತೆ ಅವಳು ಹಿಂದೆ ಚಿತ್ರ ಬಿಡಿಸುತ್ತ ಕುಳಿತಿದ್ಲು ,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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ಅವಳ ಶಿಕ್ಷಕಿ ಹೇಳ್ತಿದ್ರು ಈ ಹುಡುಗಿ ಯಾವತ್ತೂ ಗಮನವಿಟ್ಟು
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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ಪಾಠ ಕೇಳ್ತಿರಲಿಲ್ಲ. ಆದರೆ ಈ ಚಿತ್ರ ಬಿಡಿಸುವ ತರಗತಿಯಲ್ಲಿ ಮಾತ್ರ ಗಂಭೀರವಾಗಿ ಕೆಲಸ ಮಾಡ್ತಿದ್ಲು .
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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ಅಚ್ಚರಿಗೊಂಡ ಶಿಕ್ಷಕಿ ಇವಳ ಹತ್ತಿರ ಹೋಗಿ
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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"ಯಾವ ಚಿತ್ರ ಬಿಡಿಸ್ತಿದಿಯ ?" ಎಂದು ಕೇಳಿದ್ರು
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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"ನಾನು ದೇವರ ಚಿತ್ರ ಬಿಡಿಸ್ತಿದೀನಿ" ಎಂದು ಉತ್ತರಿಸಿದಳು ಅ ಹುಡುಗಿ
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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ಅದಕ್ಕೆ ಶಿಕ್ಷಕಿ ಹೇಳಿದ್ರು, "ಯಾರಿಗೂ ದೇವರು ಹೇಗಿದ್ದಾನೆ ಅಂತ ಗೊತಿಲ್ವಲ್ಲ."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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ಅದಕ್ಕೆ ಹುಡುಗಿ ಹೇಳಿದಳು, "ಇನ್ನೊಂದು ನಿಮಿಷದಲ್ಲಿ ಎಲ್ಲರಗೂ ತಿಳಿಯುತ್ತೆ."
04:09
(Laughter)
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(ನಗು)
ಇಂಗ್ಲೆಂಡಿನಲ್ಲಿ ನನ್ನ ಮಗನಿಗೆ ನಾಲ್ಕು ವರ್ಷವಾಗಿದ್ದಾಗ --
04:20
When my son was four in England --
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ವಾಸ್ತವವಾಗಿ ಎಲ್ಲ ಕಡೆಯೂ ಅವನಿಗೆ ನಾಲ್ಕೇ ವರ್ಷ, (ನಗು)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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ಗಂಭೀರವಾಗಿ ಹೇಳ್ಬೇಕು ಅಂದ್ರೆ, ಅವನಿಗೆ ನಾಲ್ಕು ವರ್ಷ ಆಗ.
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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ಅವನು "ನೇಟಿವಿಟಿ" ಅನ್ನುವ ನಾಟಕದಲ್ಲಿದ್ದ.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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ನಿಮಗೆ ಇದರ ಕಥೆ ಜ್ಞಾಪಕ ಇದೆಯೇ ? ಇಲ್ಲ , ಇದು ತುಂಬಾ ದೊಡ್ಡದಾಗಿತ್ತು.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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ಇದು ತುಂಬಾ ದೊಡ್ಡ ಕಥೆ. ಇದರ ಎರಡನೆಯ ಕಂತಲ್ಲಿ ಮೆಲ್ ಗಿಬ್ಸನ್ ಮಾಡಿದಾರೆ.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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ಇದನ್ನ ನೀವು ನೋಡಿರಬಹುದು: "ನೇಟಿವಿಟಿ ೨". ಆದರೆ ಜೇಮ್ಸ್ ಗೆ ಜೋಸೆಫ್ ಪಾತ್ರ ಸಿಕ್ಕಿತ್ತು.
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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ಇದು ನಮ್ಮೆಲ್ಲರಿಗೆ ರೋಮಾಂಚಕ ಸಂಗತಿಯಾಗಿತ್ತು.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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ಇದನ್ನು ನಾಟಕಾದ ಪ್ರಮುಖ ಪಾತ್ರವೆಂದು ಪರಿಗಣಿಸಿದ್ದೆವು.
ನಮ್ಮ ಏಜಂಟರು ಟಿ- ಷರಟುಗಳನ್ನು ಧರಿಸಿ ಇಡೀ ಜಾಗವನ್ನು ಮುತ್ತಿದ್ದರು.
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"ಜೇಮ್ಸ್ ರಾಬಿನ್ಸನ್ ಅವರೇ ಜೋಸೆಫ್!" (ನಗು)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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ಅವರು ಮಾತಾಡೋ ಗೋಜಿರಲಿಲ್ಲ, ಆದರೆ ನಿಮಗೆ ಸನ್ನಿವೇಶ ಗೊತ್ತು
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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ಮೂರು ಜನ ರಾಜರು ಉಡುಗರೆಗಳನ್ನು ಹೊತ್ತು ಒಳಗೆ ಬರ್ತಾರೆ.
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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ಮತ್ತು ಚಿನ್ನ, ಫ್ರಾಂಕಿನ್ಸೆನ್ಸ್ ಹಾಗೂ ಮಿರ್ಹ್ (ಸುಗಂಧ ದ್ರವ್ಯಗಳು) ಇವುಗಳನ್ನು ತರುತ್ತಾರೆ.
04:59
This really happened.
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ನಿಜವಾಗಿ ನಡೆದ ಸಂಗತಿ ಇದು. ನಾವು ಅಲ್ಲಿ ಕುಳಿತಿದ್ದೆವು
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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ಮತ್ತೆ ನನಗೆ ಅನ್ಸುತ್ತೆ ಅವರು ದೃಶ್ಯಾವಳಿಯ ಅನುಕ್ರಮವನ್ನು ತಪ್ಪಿದರು,
ಯಾಕಂದ್ರೆ ನಾವು ತರುವಾಯ ನಮ್ಮ ಚಿಕ್ಕ ಹುಡುಗನ ಹತ್ತಿರ ಕೇಳಿದೆವು,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"ನಿನಗೆ ಸರಿಯನ್ನಿಸ್ತ ?" ಅದಕ್ಕೆ ಅವನು, "ಹೌದು, ಯಾಕೆ, ಅದು ತಪ್ಪಾಗಿತ್ತಾ?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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ಅವರು ಸ್ವಲ್ಪ ಬದಲಾವಣೆ ಮಾಡಿದ್ರು, ಅಷ್ಟೇ.
05:09
They just switched.
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ಆ ದ್ರಿಶ್ಯದ ವಿವರ ಹೀಗೆ, ಮೂರು ಹುಡುಗರು ಬಂದರು,
05:10
The three boys came in,
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ನಾಲ್ಕು ವರ್ಷದವರು, ತಲೆಮೇಲಿ ಟೀ-ಟವಲ್ಗಳನ್ನ ಹೊದೆದವರು,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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ಮತ್ತು ಅವರು ಹೊತ್ತು ತಂದ ಡಬ್ಬಗಳನ್ನ ಕೆಳಗಿಟ್ಟು ,
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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ಮೊದಲನೆಯ ಬಾಲಕ ಹೇಳಿದ, "ನಾನು ಚಿನ್ನವನ್ನು ತಂದಿದ್ದೇನೆ."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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ಎರಡನೆಯ ಬಾಲಕ ಹೇಳಿದ, "ನಾನು ಮಿರ್ಹವನ್ನು ತಂದಿದ್ದೇನೆ."
05:20
And the third boy said, "Frank sent this."
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ಮೂರನೆಯ ಬಾಲಕ ಹೇಳಿದ, "ಫ್ರಾಂಕ್ ಇದನ್ನು ಕಳಿಸಿದ." (ನಗು)
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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ಇವೆಲ್ಲ ಸಂಗತಿಗಳಲ್ಲಿ ಸಾಮಾನ್ಯವಾದ ಅಂಶವೇನಂದರೆ ಮಕ್ಕಳು [ ಇಲ್ಲಿ ಏನು ? ]
ಅವರಿಗೆ ಗೊತ್ತಿಲ್ಲ ಅಂದ್ರೂ ಸಹ, ಅವರು ಹಿಂಜರಿಯಲ್ಲ.
05:37
If they don't know, they'll have a go.
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ಸರಿ ಅಲ್ವೇ ? ಅವರು ತಪ್ಪು ಮಾಡೋಕೆ ಹೆದರೋದಿಲ್ಲ.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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ಇವಾಗ, ಕ್ರಿಯಾತ್ಮಕವಾಗಿರೋದು ಹಾಗೂ ತಪ್ಪು ಮಾಡೋದು ಒಂದೇ ಅಂತ ನಾ ಹೇಳ್ತಿಲ್ಲ.
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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ಆದರೆ ನಮಗೆ ಗೊತ್ತಿರೋದು ಏನಂದ್ರೆ,
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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ನೀವು ತಪ್ಪು ಮಾಡೋಕೆ ಸಿದ್ದವಿಲ್ಲ ಅಂದ್ರೆ,
05:52
you'll never come up
with anything original --
with anything original --
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ನೀವು ಸ್ವಂತವಾಗಿ ಏನೂ ಮಾಡೋಕ್ಕೆ ಆಗಲ್ಲ.
05:54
if you're not prepared to be wrong.
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ನೀವು ತಪ್ಪು ಮಾಡೋಕೆ ಸಿದ್ದವಿಲ್ಲ ಅಂದ್ರೆ. ಮತ್ತೆ ದೊಡ್ದವರಾಗುವಷ್ಟರಲ್ಲಿ,
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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ಮಕ್ಕಳು ಬಹುಪಾಲಿಗೆ ಈ ಸಾಮರ್ಥ್ಯವನ್ನ ಕಳಕೊಂಡುಬಿಡ್ತಾರೆ.
ದೊಡ್ದವರಾಗ್ತಿದ್ದಾಗೆ ತಪ್ಪು ಮಾಡೋಕ್ಕೆ ಭಯ ಪಟ್ಕೊಳ್ತಾರೆ.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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ನಾವು ನಮ್ಮ ಕಂಪನಿಗಳನ್ನ ಹೀಗೆ ನಡಿಸ್ತೀವಿ.
06:03
And we run our companies like this.
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ನಾವು ತಪ್ಪುಗಳಿಗೆ ಕಳಂಕದ ಭಾವನೆ ಹಚ್ತೀವಿ . ಇವಾಗ ನಾವು
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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ನಮ್ಮ ರಾಷ್ಟ್ರೀಯ ಶಿಕ್ಷಣ ಪದ್ದತಿಯನ್ನ ಹೀಗೆ ನಡಿಸ್ತಿದೀವಿ,
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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ಇದರಲ್ಲಿ ತಪ್ಪುಗಳನ್ನ ಮಾಡುವುದೆಂದರೆ ಘೋರ ಅಪರಾಧ.
06:12
And the result is that
we are educating people
we are educating people
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ಪರಿಣಾಮ ಏನಂದರೆ ನಾವು ವ್ಯಕ್ತಿಗಳನ್ನ ತಮ್ಮ ಕ್ರಿಯಾತ್ಮಕ ಸಾಮರ್ಥ್ಯವನ್ನ
06:15
out of their creative capacities.
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ಬೆಳೆಸದ ಹಾಗೆ ಶಿಕ್ಷಿಸ್ತಿದೀವಿ. ಪಿಕಾಸ್ಸೋ ಮಹಾಶಯ ಒಮ್ಮೆ ಹೀಗೆ ನುಡಿದಿದ್ದ:
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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ಅವನು ಹೇಳಿದ್ದ ಎಲ್ಲ ಮಕ್ಕಳೂ ಹುಟ್ಟು ಕಲೆಗಾರರು.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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ಸಮಸ್ಯೆ ಏನಂದರೆ ಅವರು ಬೆಳೆಯುತ್ತಿದ್ದ ಹಾಗೆ ಕಲಾವಿದರಾಗಿ ಉಳಿಯುವುದು. ನಾನು ಇದನ್ನ ಸಂಪೂರ್ಣವಾಗಿ ನಂಬುತ್ತೀನಿ:
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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ಏನಂದ್ರೆ, ನಾವು ಬೆಳೆಯುತಿದ್ದ ಹಾಗೆ ಕ್ರಿಯಾತ್ಮಕತೆಯನ್ನು ಮೈಗೂಡಿಸಿಕೊಳ್ಳುವುದಿಲ್ಲ
ಅದರಿಂದ ದೂರವಾಗ್ತೀವಿ. ಸರಿಯಾಗಿ ಹೇಳೋದಾದ್ರೆ, ಶಿಕ್ಷಣದ ದೆಸೆಯಿಂದ ಇದು ನಡೆಯುತ್ತದೆ.
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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ಯಾಕೆ ಹೀಗೆ ?
06:33
So why is this?
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ನಾನು ಐದು ವರ್ಷಗಳ ಹಿಂದೆ ಸ್ಟ್ರಾಟ್ಫೋರ್ಡ್-ಆನ್-ಅವೊನ್ ಅಲ್ಲಿ ವಾಸಿಸುತ್ತಿದ್ದೆ.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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ನಾವು ಸ್ಟ್ರಾಟ್ಫೋರ್ಡನಿಂದ ಲಾಸ್ ಎನ್ಜಿಲೀಸ್ ಗೆ ತೆರೆಳಿದೆವು.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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ನೀವೇ ಊಹಿಸಬಹುದು ಎಂತಹ ಸಲೀಸಾದ ಪರಿವರ್ತನೆ ಅದು ಅಂತ.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(ನಗು)
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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ನಾವು ಸ್ನಿಟ್ಟೆರ್-ಫೀಲ್ಡ್ ಎಂಬ ಜಾಗದಲ್ಲಿ ವಾಸಿದುತ್ತಿದ್ದೆವು,
ಸ್ಟ್ರಾಟ್ಫೋರ್ಡ್-ನ ಸ್ವಲ್ಪ ಆಚೆ,
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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ಶೇಕ್ಸ್-ಸ್ಪಿಯರ್ ನ ತಂದೆ ಜನಿಸಿದ ಊರು. ಹೊಸದೊಂದು ಆಲೋಚನೆಗೆ ಸಿಲುಕಿದಿರ ನೀವು ? ನನಗೆ ಬಂದಿತ್ತು ಈ ಆಲೋಚನೆ.
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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ಶೇಕ್ಸ್-ಸ್ಪಿಯರ್-ಗೆ ತಂದೆ ಇರುವ ವಿಷಯ ನೀವು ಯೋಚಿಸಿರಲಿಲ್ಲ, ಅಲ್ಲವೆ ?
ಏಕಂದ್ರೆ ನೀವು ಶೇಕ್ಸ್-ಸ್ಪಿಯರ್ ಮಗುವಾಗಿದ್ದ
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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ಅಂತಾನೂ ಯೋಚಿಸಿರಲಿಲ್ಲ, ಹೌದಲ್ಲವೆ ?
07:01
Shakespeare being seven?
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ಶೇಕ್ಸ್-ಸ್ಪಿಯರ್ ಏಳು ವರ್ಷದ ಬಾಲಕ ? ನಾನಂತೂ ಆಲೋಚಿಸಿರಲಿಲ್ಲ. ಅವನು
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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ಯಾವಾಗಲೋ ಒಂದು ಕಾಲದಲ್ಲಿ ಏಳು ವರ್ಷದ ಬಾಲಕನಾಗಿದ್ದ. ಅವನು
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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ಯಾರದೋ ಇಂಗ್ಲೀಷ್ ತರಗತಿಯಲ್ಲಿ ಇದ್ದ, ಅಲ್ಲವೆ ? [ ಇಲ್ಲಿ ಏನು ]
07:07
(Laughter)
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07:14
How annoying would that be?
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(ನಗು) "ನೀನು ಇನ್ನು ಕಷ್ಟ ಪಡಬೇಕು." ಅವನ ತಂದೆ ಅವನ್ನು ಮಲಗು ಅಂತ ಹೇಳೋದು,
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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ಶೇಕ್ಸ್-ಸ್ಪಿಯರ್-ಗೆ, "ಮಲಗು ನೀನು ಈಗ,"
ವಿಲ್ಲಿಯಮ್ ಶೇಕ್ಸ್-ಸ್ಪಿಯರ್-ಗೆ, "ಪೆನ್ಸಿಲ್ ಕೆಳಗೆ ಹಾಕು
07:32
And put the pencil down."
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ಹಾಗೆ ಸುತ್ತಿ-ಬಳಸಿ ಮಾತಾಡಬೇಡ. ಎಲ್ಲಾರ್ಗೂ ಕಷ್ಟ ಆಗುತ್ತೆ ಅರ್ಥವಾಗುವುದಕ್ಕೆ ."
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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(ನಗು)
07:42
(Laughter)
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ನಾವು ಸ್ಟ್ರಾಟ್ಫೋರ್ಡನಿಂದ ಲಾಸ್ ಎನ್ಜಿಲೀಸ್ ಗೆ ತೆರೆಳಿದೆವು.
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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ಮತ್ತು ನಮ್ಮ ಈ ಬದಲಾವಣೆಯ ಬಗ್ಗೆ ಒಂದೆರಡು ಮಾತುಗಳನ್ನ ಆಡಲು ಇಷ್ಟ ಪಡ್ತೇನೆ
07:53
and I just want to say a word
about the transition.
about the transition.
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ನನ್ನ ಮಗನಿಗೆ ಊರು ಬಿಟ್ಟು ಬರಲು ಇಷ್ಟ ಇರಲಿಲ್ಲ.
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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ನನಗೆ ಎರಡು ಮಕ್ಕಳು. ಅವನಿಗೆ ೨೧ ವರ್ಷ ಈಗ; ನನ್ನ ಮಗಳಿಗೆ ೧೬.
08:00
He didn't want to come to Los Angeles.
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ಅವನಿಗೆ ಲಾಸ್ ಎನ್ಜಿಲೀಸ್ ಗೆ ಹೋಗಲು ಮನಸು ಇರಲಿಲ್ಲ. ಅವನಿಗೆ ಆಸೆ ಏನೋ ಇತ್ತು,
ಆದರೆ ಅವನಿಗೆ ಅಬ್ಬಳು ಗರ್ಲ್-ಫ್ರೆಂಡ್ ಇದ್ದಳು ಇಂಗ್ಲೆಂಡಿನಲ್ಲಿ. ಅವನ ಪ್ರಾಣದ ಪ್ರೇಯಸಿಯಾಗಿದ್ದಳು, ಸಾರಾ ಅವಳ ಹೆಸರು.
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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ಒಂದು ತಿಂಗಳ ದೀರ್ಘ-ಕಾಲದಿಂದ ಅವಳ ಪರಿಚಯವಿತ್ತು.
08:08
He'd known her for a month.
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[ ಇಲ್ಲಿ ಏನು ? ]
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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ಏಕಂದ್ರೆ ನೀವು ೧೬ ವರ್ಷಕ್ಕಿಂತ ದೊಡ್ದವರಾಗಿದ್ದರೆ ಇದು ಬಹಳ ದೀರ್ಘಾವಧಿ.
08:13
because it's a long time when you're 16.
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ಆದ್ದರಿಂದ ವಿಮಾನದಲ್ಲಿ ಬಹಳ ಬೇಸರ ಪಟ್ಕೊಂಡಿದ್ದ.
08:16
He was really upset on the plane,
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ಮತ್ತೆ ಹೇಳಿದ, "ನನಗೆ ಸಾರಾ ಅಂತ ಹುಡುಗಿ ಎಲ್ಲೂ ಸಿಗದಿಲ್ಲ."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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ಆದರೆ ನಾವು ಬಹಳ ಖುಷಿಯಾಗಿದ್ವಿ , ನಿಜವಾಗಲೂ,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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ಏಕಂದ್ರೆ ಅವಳೇ ನಾವು ದೇಶ ಬಿಟ್ಟು ಹೋಗಲು ಮುಖ್ಯ ಕಾರಣ.
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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(ನಗು)
08:34
(Laughter)
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ನೀವು ಅಮೇರಿಕಾಗೆ ಹೋದರೆ ಒಂದು ವಿಚಾರ ನಿಮ್ಮ ಗಮನಕ್ಕೆ ಬರುತ್ತದೆ
ನೀವು ಪ್ರಪಂಚದಲ್ಲಿ ಎಲ್ಲೇ ಹೋದರೂ ಇದು ಗಮನಕ್ಕೆ ಬರುತ್ತದೆ:
08:40
But something strikes you
when you move to America
when you move to America
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ಜಗತ್ತಿನ ಪ್ರತಿಯೊಂದು ಶಿಕ್ಷಣ ಪದ್ದತಿಯಲ್ಲೂ ಒಂದೇ ವಿಧವಾದ ಪಠ್ಯಕ್ರಮ.
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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ಎಲ್ಲದರಲ್ಲಿಯೂ ಒಂದೇ ಕ್ರಮ. ನೀವು ಎಲ್ಲೇ ಹೋಗಿ.
08:47
Every one. Doesn't matter where you go.
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ನೀವು ಬೇರೆ ಇರಬಹುದು ಅಂದ್ಕೋಳ್ಬಹುದು, ಆದರೆ ಹಾಗೆ ಇಲ್ಲ.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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ಮುಂಚೂಣಿಯಲ್ಲಿ ಗಣಿತ ಮತ್ತು ಭಾಷೆಗಳು,
08:51
At the top are mathematics and languages,
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ಆಮೇಲೆ ಸಮಾಜ ಶಾಸ್ತ್ರ, ಮತ್ತು ಕೆಳಗೆ ಕಲೆ.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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ಭೂಮಿಯ ಎಲ್ಲ ಕಡೆಯೂ ಅಷ್ಟೇ.
08:56
Everywhere on Earth.
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ಹಾಗೂ ಎಲ್ಲಾ ಶಿಕ್ಷಣ ಪದ್ದತಿಗಳಲ್ಲೂ ಇದೇ ರೀತಿ,
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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ಕಲೆಯಲ್ಲಿಯೂ ಒಂದು ಕ್ರಮ ಉಂಟು.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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ಶಾಲೆಗಳಲ್ಲಿ ಚಿತ್ರಕಲೆ ಹಾಗೂ ಸಂಗೀತಕ್ಕೆ ಹೆಚ್ಚು ಪ್ರಾಮುಖ್ಯತೆ, ಆದ್ಯತೆ
ಆಮೇಲೆ ನಾಟಕ ಹಾಗೂ ನೃತ್ಯ. ಈ ಭೂಮಿಯ ಮೇಲೆ ಒಂದು ಶಿಕ್ಷಣ ಪದ್ದತಿಯೂ
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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ಇಲ್ಲ, ಯಾವುದಲ್ಲಿ ನೃತ್ಯವನ್ನ ದಿನನಿತ್ಯವೂ ಮಕ್ಕಳಿಗೆ ಕಲಿಸುತ್ತಾರೆ
09:07
that teaches dance everyday to children
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ಯಾವ ರೀತಿಯಲ್ಲಿ ಗಣಿತವನ್ನ ಕಲಿಸುತ್ತೀವೋ ಹಾಗೆ. ಯಾಕೆ ?
09:09
the way we teach them mathematics. Why?
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ಯಾಕೆ ಇರಬಾರದು ? ನನಗೆ ಅನ್ಸುತ್ತೆ ಇದು (ನೃತ್ಯ) ಬಹಳ ಮುಖ್ಯ.
09:12
Why not? I think this is rather important.
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ಗಣಿತವೂ ಅತಿಮುಖ್ಯ , ಆದರೆ ನೃತ್ಯವೂ ಅಷ್ಟೇ ಮುಖ್ಯ.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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ಮಕ್ಕಳನ್ನ ಬಿಟ್ಟರೆ ಯಾವಾಗಲೂ ನರ್ತಿಸ್ತಾರೆ, ನಾವೆಲ್ಲಾರೂ ಮಾಡ್ತೀವಿ.
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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ನಮ್ಮೆಲ್ಲರಿಗೂ ದೇಹ ಇದೆ, ಅಲ್ಲವೇ ? [ ಇಲ್ಲಿ ಏನು ?]
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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(ನಗು) ನಿಜವಾಗಿಲು, ಏನಾಗುತ್ತೆ ಅಂದ್ರೆ,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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ಮಕ್ಕಳು ಬೆಳಿತಿದ್ದ ಹಾಗೆ, ನಾವು ಅವರನ್ನ ಶಿಕ್ಷಿಸ್ತೀವಿ
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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ಹೇಗೆಂದರೆ ಸೊಂಟದಿಂದ ಮೇಲಕ್ಕೆ . ಆಮೇಲೆ ನಾವು ಮೆದುಳಿನ ಮೇಲೆ ಹೆಚ್ಚಿನ ಗಮನವಹಿಸುತ್ತೀವಿ.
09:31
And then we focus on their heads.
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ಅದೂ ಒಂದು ಭಾಗದಲ್ಲಿ ಮಾತ್ರ.
09:33
And slightly to one side.
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ನೀವು ಶಿಕ್ಷಣವನ್ನು ಒಂದು ಅನ್ಯಗ್ರಹ ಜೀವಿಗೆ ಇರಬಹುದಾದ ದೃಷ್ಟಿಕೋನದಿಂದ ವೀಕ್ಷಿಸಿದರೆ,
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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ಹಾಗೂ "ಸಾರ್ವಜನಿಕ ಶಿಕ್ಷಣ ಪದ್ದತಿಯು ಯಾವ ಕಾರಣಕ್ಕೆ ಇದೆ ?" ಎಂದು ಕೇಳಿದರೆ,
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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ನನಗೆ ಅನ್ಸುತ್ತೆ ನೀವು ಈ ನಿರ್ಣಯಕ್ಕೆ ಬರಬೇಕಾಗುತ್ತದೆ -- ನೀವು ಇದರ (ಶಿಕ್ಷಣದ) ಉತ್ಪತ್ತಿಯನ್ನ ನೋಡಿದರೆ,
ಯಾರು ನಿಜವಾಗಿಲು ಯಶಸ್ವಿಗಳಾಗುತ್ತಾರೆ ಇದರಿಂದ,
09:43
who really succeeds by this,
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ಯಾರು ಮಾಡಬೇಕಾದದ್ದನ್ನೆಲ್ಲಾನೂ ಮಾಡುತ್ತಾರೆ,
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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ಯಾರಿಗೆ [ಇಲ್ಲಿ ಏನು?], ಯಾರು ನಿಜವಾದ ವಿಜೇತರು --
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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ನನಗೆ ಅನ್ಸುತ್ತೆ ನೀವು ಈ ನಿರ್ಣಯಕ್ಕೆ ಬರಬೇಕಾಗುತ್ತದೆ -- ಸಾರ್ವಜನಿಕ ಶಿಕ್ಷಣ ಪದ್ದತಿಯ ಮೂಲ ಉದ್ದೇಶ
ವಿಶ್ವದ ಎಲ್ಲ ಭಾಗದಲ್ಲೂ
09:53
throughout the world
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ಏನಂದರೆ ವಿಶ್ವವಿದ್ಯಾಲಯಗಳ ಪ್ರಾಧ್ಯಾಪರುಗಳನ್ನ ತಯಾರು ಮಾಡೋದು. ಅಲ್ಲವೇ ?
09:54
is to produce university professors.
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09:56
Isn't it?
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09:57
They're the people who come out the top.
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ಅವರುಗಳೆ ಈ ಪದ್ದತಿಯ ಮುಂಚೂಣಿಯಲ್ಲಿ ಬರ್ತಾರೆ.
09:59
And I used to be one, so there.
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ಹಿಂದೆ ನೀನು ಒಬ್ಬ ಅಂತಹ ವ್ಯಕ್ತಿ ಆಗಿದ್ದೆ. (ನಗು)
10:01
(Laughter)
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ವಿಶ್ವವಿದ್ಯಾಲಯಗಳ ಪ್ರಾಧ್ಯಾಪರುಗಳನ್ನ ನಾನು ಮೆಚ್ಚುತ್ತೀನಿ, ಆದರೆ
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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ಅವರನ್ನ ನಾವು ಮಾನವನ ಸಾಧನೆಯ ಶಿಖರಕ್ಕೆ ಸೇರಿಸಬಾರದು.
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,
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ಅವರು ಒಂದು ತರಹದ ಜೀವದ ಪ್ರಕಾರ,
10:14
another form of life.
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[ಇಲ್ಲಿ ಏನು?]. ಆದರೆ ಅವರು ಬಹಳ ಕುತೂಹಲಕಾರಿಯಾದ ಪ್ರಕಾರ,
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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ಅವರ ಮೇಲಿನ ನನ್ನ ಆದರದಿಂದ ಹೀಗೆ ಹೇಳ್ತೀನಿ.
ನನ್ನ ಅನುಭವದಲ್ಲಿ ಕಂಡ ಪ್ರಾಧ್ಯಾಪಕರ ಒಂದು ಕುತೂಹಲಕಾರಿಯಾದ ಸಂಗತಿ
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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ಎಲ್ಲರೂ ಅಲ್ಲ, ಆದರೆ ಸಾಮಾನ್ಯವಾಗಿ -- ಅವರುಗಳು ಮಾನಸಿಕ ಪ್ರಪಂಚದಲ್ಲಿ ಬದುಕುತ್ತಾರೆ
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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ಅವರ ಜೀವನ ಮೆದುಳಿಗೆ ಸೀಮಿತ, ಅದರಲ್ಲೂ ಒಂದು ಭಾಗದಲ್ಲಿ ಮಾತ್ರ.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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ಅವರು ಕಾಯರಹಿತರು, ಗೊತ್ತ, ಒಂದು ರೀತಿ ಅಕ್ಷರಸಹ ನಿಜ,
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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ತಮ್ಮ ದೇಹವನ್ನು
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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ಮಿದುಳಿಗೆ ಒಂದು ಮಾದರಿಯ ವಾಹನವಾಗಿ ಕಾಣುತ್ತಾರೆ, ಅಲ್ಲವೇ ?
10:34
(Laughter)
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10:40
Don't they?
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(ನಗು) ಅವರ ಮಿದುಳನ್ನ ಮೀಟಿಂಗ್-ಗಳಿಗೆ ಒಯ್ಯುವಂಥ ಮಾರ್ಗ.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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10:43
(Laughter)
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ನಿಮಗೆ ದೇಹ-ಬಾಹಿರ ಅನುಭವದ ನಿಜವಾದ ಸಾಕ್ಷಿ ಬೇಕೆಂದರೆ
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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ನೀವು ಹಿರಿಯ ಶಿಕ್ಷಕರ ಕಾನ್ಫಾರೆನ್ಸೆಗೆ
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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ಹೋಗಿ
ಹಾಗೂ ಕೊನೆಯ ದಿನ ರಾತ್ರಿ ನಡೆಯುವ ಡಿಸ್ಕೋಗೆ ಒಂದು ಭೇಟಿ ನೀಡಿ
10:56
and pop into the discotheque
on the final night.
on the final night.
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10:58
(Laughter)
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(ನಗು) ಅಲ್ಲಿ ನೀವು ನೋಡ್ತೀರಿ -- ದೊಡ್ಡವರಾದ ಪುರಷರು ಹಾಗೂ ಮಹಿಳೆಯರು
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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[ಇಲ್ಲಿ ಏನು]
11:07
(Laughter)
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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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11:13
(Laughter)
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11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
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11:19
And there's a reason.
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11:20
Around the world, there were
no public systems of education,
no public systems of education,
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11:23
really, before the 19th century.
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11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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11:29
So the hierarchy is rooted on two ideas.
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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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11:36
So you were
probably steered benignly away
probably steered benignly away
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11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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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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11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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11:46
don't do art, you won't be an artist.
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11:48
Benign advice -- now, profoundly mistaken.
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11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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11:54
And the second is academic ability,
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11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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11:59
because the universities designed
the system in their image.
the system in their image.
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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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12:05
is a protracted process
of university entrance.
of university entrance.
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12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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12:10
brilliant, creative
people think they're not,
people think they're not,
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12:12
because the thing
they were good at at school
they were good at at school
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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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12:19
In the next 30 years, according to UNESCO,
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12:22
more people worldwide will be graduating
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12:25
through education
than since the beginning of history.
than since the beginning of history.
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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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12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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12:34
and the huge explosion in population.
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1804
12:36
Suddenly, degrees aren't worth anything.
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12:39
Isn't that true?
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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
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
12:46
And I didn't want one, frankly. (Laughter)
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12:49
But now kids with degrees
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12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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3045
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
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12:59
and now you need a PhD for the other.
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13:01
It's a process of academic inflation.
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13:03
And it indicates the whole
structure of education
structure of education
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13:05
is shifting beneath our feet.
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13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
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2620
13:09
We know three things about intelligence.
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1995
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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3005
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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2976
13:18
We think in abstract terms,
we think in movement.
we think in movement.
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2301
13:21
Secondly, intelligence is dynamic.
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1754
13:23
If you look at the interactions
of a human brain,
of a human brain,
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13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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13:29
intelligence is wonderfully interactive.
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1976
13:31
The brain isn't divided into compartments.
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13:33
In fact, creativity --
which I define as the process
which I define as the process
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13:37
of having original ideas
that have value --
that have value --
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13:39
more often than not comes about
through the interaction
through the interaction
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13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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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
13:50
called the corpus callosum.
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1491
13:51
It's thicker in women.
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1266
13:53
Following off from Helen yesterday,
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1741
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
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3123
13:58
Because you are, aren't you?
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1817
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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3207
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
14:09
(Laughter)
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14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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2498
14:14
she's dealing with people on the phone,
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1876
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
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14:18
she's doing open-heart surgery over here.
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3096
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
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
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
14:31
(Laughter)
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14:38
"Give me a break."
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14:39
(Laughter)
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14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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2499
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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3253
14:47
Remember that old chestnut?
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1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
318
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3938
14:55
is he still wrong?"
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1396
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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2000
15:06
it's distinct.
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1369
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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2573
15:10
which is based on a series
of interviews with people
of interviews with people
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2474
15:12
about how they discovered their talent.
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1920
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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2169
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
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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2676
15:22
Have you heard of her? Some have.
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1630
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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2522
15:27
She did "Cats" and "Phantom of the Opera."
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2001
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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2146
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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2400
15:36
"How did you get to be a dancer?"
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1800
15:37
It was interesting.
337
913976
1000
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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2350
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
339
917374
3602
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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2000
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
341
923024
2142
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
342
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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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928504
4059
15:56
It wasn't an available condition.
344
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2389
15:59
(Laughter)
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2737
16:01
People weren't aware they could have that.
346
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2060
16:03
(Laughter)
347
939845
2134
16:06
Anyway, she went to see this specialist.
348
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4278
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
349
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3722
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
350
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2477
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
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
353
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3677
16:26
little kid of eight.
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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
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3055
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
16:33
I need to speak to her privately.
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1619
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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2376
16:37
and they went and left her.
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2325
16:39
But as they went out of the room,
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1636
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
361
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2500
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
362
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3430
16:48
And the minute they left the room,
363
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2991
16:51
she was on her feet, moving to the music.
364
987015
2484
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
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3453
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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3976
17:01
Take her to a dance school."
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1976
17:03
I said, "What happened?"
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1976
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
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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2753
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
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
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
374
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2820
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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3299
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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2608
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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1029568
1409
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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3146
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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4070
17:45
(Applause)
383
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6782
17:52
What I think it comes to is this:
384
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1601
17:54
Al Gore spoke the other night
385
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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
18:01
I believe our only hope for the future
387
1057111
2166
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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3833
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
389
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2818
18:10
of the richness of human capacity.
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1066000
1976
18:12
Our education system has mined our minds
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3499
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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3276
18:19
And for the future, it won't serve us.
393
1075188
2484
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
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1968
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
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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
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
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2841
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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2634
18:44
And he's right.
401
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1285
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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3634
18:50
We have to be careful now
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2071
18:52
that we use this gift wisely
404
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2255
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
405
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3229
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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3932
19:02
for the richness they are
407
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1610
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
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3182
19:06
And our task is to educate
their whole being,
their whole being,
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2398
19:09
so they can face this future.
410
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1484
19:10
By the way -- we may not see this future,
411
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2206
19:13
but they will.
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19:14
And our job is to help them
make something of it.
make something of it.
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3079
19:17
Thank you very much.
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1000
19:18
(Applause)
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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