TED2010
Sir Ken Robinson: Bring on the learning revolution!
ທ່ານ ເຄັນ ໂຣບິນສັນ: ເອົາການປະຕິວັດດ້ານການຮຽນມາ!
Filmed:
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9,209,583 views
ໃນບົດສະເໜີທີ່ ເຜັດຮ້ອນ ຊວນຫົວ ຕໍ່ເນື່ອງຈາກນິທານທີ່ເພິ່ນເລົ່າໃນປີ 2006, ທ່ານ ເຄັນ ໂຣບິນສັນ ສະເໜີແນວຄວາມຄິດສຳລັບການປ່ຽນແປງຂັ້ນພື້ນຖານ ຈາກໂຮງຮຽນຕາມມາດຕະຖານ ຫາການຮຽນທີ່ແທດເໝາະກັບຄວາມຕ້ອງການສ່ວນບຸກຄົນ - ສ້າງເງື່ອນໄຂໃຫ້ປັນຍາຕາມທຳມະຊາດຂອງເດັກສາມາດເກີດດອກອອກຜົນໄດ້
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:13
I was here four years ago,
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ຂ້າພະເຈົ້າເຄີຍມາທີ່ນີ້ແລ້ວຕອນສີ່ປີກ່ອນ
00:15
and I remember, at the time,
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ແລະ ຂ້າພະເຈົ້າກໍ່ຈື່ໄດ້ ໃນສະໄໝນັ້ນ
00:17
that the talks weren't put online.
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ທີ່ບົດສະເໜີຍັງບໍ່ທັນໄດ້ຖືກເອົາຂຶ້ນອິນເຕີເນັດເທື່ອ
00:20
I think they were given to TEDsters in a box,
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ຂ້າພະເຈົ້າຄິດວ່າເພິ່ນໄດ້ເອົາໃສ່ໃນກັບໃຫ້ຜູ້ເຂົ້າຮ່ວມ TED
00:24
a box set of DVDs,
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ຊຸດບັນທຶກການສະເໜີໃນຮູບແບບ DVD
00:26
which they put on their shelves, where they are now.
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ທີ່ຄົນເອົາເມືອບ້ານແລ້ວໄວ້ເທິງຫິ້ງ ແລະກໍ່ຍັງຢູ່ບ່ອນຫັ້ນບໍ່ມີໃຜຈັບມາເບິ່ງອີກ
00:29
(Laughter)
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(ຫົວ)
00:31
And actually, Chris called me
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ແລະອັນທີ່ຈິງ ຄຣິສ ໄດ້ໂທຫາຂ້າພະເຈົ້າ
00:33
a week after I'd given my talk
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ອາທິດໜຶ່ງຫຼັງຈາກທີ່ຂ້າພະເຈົ້າໄດ້ຂຶ້ນສະເໜີ
00:35
and he said, "We're going to start putting them online.
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ແລະ ລາວເວົ້າວ່າ “ພວກເຮົາຈະເລີ່ມເອົາບັນທຶກພາບບົດສະເໜີຂຶ້ນອິນເຕີເນັດ
00:37
Can we put yours online?" And I said, "Sure."
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ພວກເຮົາເອົາບົດຂອງເຈົ້າຂຶ້ນໄດ້ບໍ” ແລະ ຂ້າພະເຈົ້າເວົ້າວ່າ “ໄດ້ແທ້”
00:40
And four years later,
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ແລະ ສີ່ປີຕໍ່ມາ
00:42
as I said, it's been seen by four ...
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ຄືທີ່ຂ້າພະເຈົ້າໄດ້ເວົ້າຫັ້ນລະ ມີຄົນເບິ່ງສີ່ ...
00:44
Well, it's been downloaded four million times.
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ອັນ ມີຄົນ ດາວໂຫຼດ ສີ່ລ້ານເທື່ອ
00:47
So I suppose you could multiply that by 20 or something
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ຄັນຊັ້ນ ຂ້າພະເຈົ້າຄິດວ່າ ເຮົາອາດສາມາດຄູນ 20 ຫຼື ປະມານນັ້ນ
00:50
to get the number of people who've seen it.
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ເພື່ອໃຫ້ໄດ້ຈຳນວນຂອງຄົນທີ່ໄດ້ເບິ່ງບົດສະເໜີຂອງຂ້າພະເຈົ້າແທ້
00:52
And, as Chris says, there is a hunger
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ແລະ ຄຣິສ ເວົ້າວ່າ ມີຄວາມຮຽກຮ້ອງຕ້ອງການ
00:56
for videos of me.
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ບັນທຶກພາບຂອງຂ້າພະເຈົ້າ
00:58
(Laughter)
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(ຫົວ)
01:01
(Applause)
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(ຕົບມື)
01:06
... don't you feel?
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... ທ່ານບໍ່ຮູ້ສຶກບໍ
01:07
(Laughter)
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(ຫົວ)
01:12
So, this whole event has been an elaborate build-up
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ສະນັ້ນ ງານໃນເທື່ອນີ້ ຈິ່ງໄດ້ຖືກບັນຈົງຈັດຂຶ້ນ
01:15
to me doing another one for you, so here it is.
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ເພື່ອໃຫ້ຂ້າພະເຈົ້າມາຢືນຢູ່ຕໍ່ໜ້າພວກທ່ານອີກເທື່ອໜຶ່ງ ສະນັ້ນ ກໍ່ແມ່ນໂອກາດນີ້ລະ
01:19
(Laughter)
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(ຫົວ)
01:22
Al Gore spoke
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ທ່ານ ອາລ ກໍລ ໄດ້ກ່າວ
01:24
at the TED conference I spoke at four years ago
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ທີ່ກອງປະຊຸມ TED ທີ່ຂ້າພະເຈົ້າໄດ້ຂຶ້ນກ່າວສີ່ປີກ່ອນ
01:27
and talked about the climate crisis.
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ແລະ ເພິ່ນໄດ້ເວົ້າກ່ຽວກັບວິກິດສະພາບພູມອາກາດ
01:29
And I referenced that
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ແລະ ຂ້າພະເຈົ້າກໍ່ໄດ້ກ່າວພາດພິງເຖິງສິ່ງທີ່ເພິ່ນໄດ້ເວົ້າ
01:31
at the end of my last talk.
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ໃນຕອນທ້າຍຂອງການສະເໜີຂອງຂ້າພະເຈົ້າ
01:33
So I want to pick up from there
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ສະນັ້ນ ຂ້າພະເຈົ້າກໍ່ຢາກສືບຕໍ່ຈາກຈຸດນັ້ນ
01:35
because I only had 18 minutes, frankly.
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ເພາະຂ້າພະເຈົ້າມີເວລາແຕ່ 18 ນາທີ ເທົ່ານັ້ນ ເວົ້າແທ້
01:38
So, as I was saying...
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ສະນັ້ນ ດັ່ງທີ່ຂ້າພະເຈົ້າວ່າ
01:40
(Laughter)
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(ຫົວ)
01:48
You see, he's right.
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ຄືທີ່ທ່ານຮູ້, ເພິ່ນເວົ້າຖືກ
01:50
I mean, there is a major climate crisis, obviously,
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ຂ້າພະເຈົ້າໝາຍຄວາມວ່າ ເຮົາມີວິກິດສະພາບພູມອາກາດອັນໃຫຍ່ຫຼວງ ເຊິ່ງເຫັນໄດ້ແຈ້ງ
01:53
and I think if people don't believe it, they should get out more.
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ແລະ ຂ້າພະເຈົ້າຄິດວ່າຖ້າຄົນບໍ່ເຊື່ອເລື່ອງນີ້ ເຂົາເຈົ້າຄວນອອກມາເບິ່ງຢູ່ນອນເຮືອນຫຼາຍຂຶ້ນ
01:56
(Laughter)
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(ຫົວ)
01:59
But I believe there's a second climate crisis,
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ແຕ່ ຂ້າພະເຈົ້າເຊື່ອວ່າເຮົາຍັງມີວິກິດພູມອາກາດອັນທີສອງ
02:03
which is as severe,
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ເຊິ່ງກໍ່ຮ້າຍແຮງຄືກັນ
02:05
which has the same origins,
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ເຊິ່ງມີຕົ້ນຕໍມາຈາກບ່ອນດຽວກັນ
02:08
and that we have to deal with with the same urgency.
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ແລະ ເປັນອັນທີ່ພວກເຮົາຕ້ອງໄດ້ແກ້ໄຂຢ່າງຮີບດ່ວນຄືກັນ
02:11
And I mean by this --
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ແລະ ສິ່ງທີ່ຂ້າພະເຈົ້າໝາຍເຖິງນີ້ -
02:13
and you may say, by the way, "Look, I'm good.
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ແລະ ໃນດ້ານໜຶ່ງ ທ່ານອາດຈະເວົ້າວ່າ “ເບິ່ງດຸ ຂ້ອຍພໍແລ້ວ
02:15
I have one climate crisis;
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ຂ້ອຍມີວິກິດພູມອາກາດອັນໜຶ່ງແລ້ວ
02:17
I don't really need the second one."
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ຂ້ອຍບໍ່ຕ້ອງການອັນທີສອງອີກ”
02:20
But this is a crisis of, not natural resources --
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ແຕ່ ອັນນີ້ແມ່ນວິກິດ ທີ່ບໍ່ແມ່ນຂອງຊັບພະຍາກອນທຳມະຊາດ
02:22
though I believe that's true --
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ເຖິງຂ້າພະເຈົ້າຈະເຊື່ອວ່ານັ້ນແມ່ນຄວາມຈິງ
02:25
but a crisis of human resources.
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ແຕ່ແມ່ນວິກິດຂອງຊັບພະຍາກອນບຸກຄົນ
02:27
I believe fundamentally,
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ຂ້າພະເຈົ້າເຊື່ອ ຢ່າງເລິກເຊິ່ງ
02:29
as many speakers have said during the past few days,
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ດັ່ງທີ່ຜູ້ສະເໜີຫຼາຍທ່ານໄດ້ຂຶ້ນມາກ່າວໃນຫຼາຍວັນທີ່ຜ່ານມາ
02:31
that we make very poor use
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ວ່າພວກເຮົານຳໃຊ້
02:34
of our talents.
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ພູມປັນຍາຂອງພວກເຮົາ ແບບບໍ່ສົມບູນ
02:37
Very many people go through their whole lives
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ຫຼາຍຄົນໃຊ້ຊີວິດທັງໝົດຂອງພວກເຂົາໄປ
02:39
having no real sense of what their talents may be,
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ໂດຍທີ່ບໍ່ມີການສຳຜັດເຖິງພູມປັນຍາອັນແທ້ຈິງຂອງເຂົາເອງວ່າແມ່ນຫຍັງແທ້
02:42
or if they have any to speak of.
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ຫຼືວ່າມີອັນໃດທີ່ສາມາດເວົ້າເຖິງໄດ້
02:44
I meet all kinds of people
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ຂ້າພະເຈົ້າພົບປະກັບຄົນທຸກປະເພດ
02:46
who don't think they're really good at anything.
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ທີ່ບໍ່ຄິດວ່າເຂົາເຮັດຫຍັງໄດ້ດີເລີຍ
02:50
Actually, I kind of divide the world into two groups now.
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ອັນທີ່ຈິງ ໄລຍະນີ້ ຂ້າພະເຈົ້າຂ້ອນຂ້າງແບ່ງໂລກນີ້ອອກເປັນສອງປະເພດ
02:53
Jeremy Bentham, the great utilitarian philosopher,
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ເຈເຣມີ ເບັນແທັມ ນັກປັດຊະຍາປະໂຫຍດ
02:56
once spiked this argument.
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ຄັ້ງໜຶ່ງໄດ້ປ້ອງກັນການຖົກຖຽງເລື່ອງນີ້
02:58
He said, "There are two types of people in this world:
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ເພິ່ນໄດ້ເວົ້າວ່າ “ໃນໂລກນີ້ມີຄົນຢູ່ສອງປະເພດ
03:00
those who divide the world into two types
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ພວກທີ່ແບ່ງໂລກອອກເປັນສອງສ່ວນ
03:02
and those who do not."
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ແລະ ພວກທີ່ບໍ່ແບ່ງ”
03:04
(Laughter)
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(ຫົວ)
03:09
Well, I do.
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ອັນ ຂ້າພະເຈົ້າແບ່ງ
03:11
(Laughter)
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(ຫົວ)
03:16
I meet all kinds of people
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ຂ້າພະເຈົ້າພົບປະກັບຄົນທຸກປະເພດ
03:18
who don't enjoy what they do.
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ທີ່ບໍ່ມັກໃນສິ່ງທີ່ພວກເຂົາເຮັດ
03:21
They simply go through their lives
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ພວກເຂົາພຽງແຕ່ໃຊ້ຊີວິດ
03:23
getting on with it.
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ໄປກັບມັນ
03:25
They get no great pleasure from what they do.
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ພວກເຂົາບໍ່ໄດ້ຄວາມສຸກຈາກສິ່ງທີ່ພວກເຂົາເຮັດ
03:27
They endure it rather than enjoy it
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ພວກເຂົາອົດທົນກັບມັນ ແທນທີ່ຈະມ່ວນກັບມັນ
03:30
and wait for the weekend.
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ແລະ ລໍຖ້າວັນພັກທ້າຍອາທິດ
03:33
But I also meet people
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ແຕ່ ຂ້າພະເຈົ້າກໍ່ໄດ້ພົບກັບຄົນ
03:35
who love what they do
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ທີ່ຮັກສິ່ງທີ່ພວກເຂົາເຮັດ
03:37
and couldn't imagine doing anything else.
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ແລະ ບໍ່ຄິດວ່າພວກເຂົາຈະຢາກເຮັດອັນອື່ນໄດ້
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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ຖ້າທ່ານບອກພວກເຂົາວ່າ “ບໍ່ຕ້ອງເຮັດອັນນີ້ອີກ” ພວກເຂົາຄືຊິສົງໄສວ່າທ່ານເວົ້າເຖິງຫຍັງ
03:42
Because it isn't what they do, it's who they are. They say,
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ເພາະມັນບໍ່ແມ່ນສິ່ງທີ່ເຂົາເຮັດ ມັນແມ່ນສິ່ງທີ່ພວກເຂົາເປັນ ພວກເຂົາຈະເວົ້າວ່າ
03:45
"But this is me, you know.
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“ແຕ່ນີ້ແມ່ນຂ້ອຍ ເຈົ້າຮູ້ບໍ່
03:47
It would be foolish for me to abandon this, because
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ມັນຄືຊິເປັນເລື່ອງໂງ່ທີ່ຂ້ອຍຈະຖິ້ມມັນໄປ ເພາະວ່າ
03:49
it speaks to my most authentic self."
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ມັນເຂົ້າເຖິງຄວາມເປັນຕົວຂ້ອຍທີ່ແທ້ຈິງ”
03:51
And it's not true of enough people.
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ແລະ ຄົນທີ່ເປັນແບບນີ້ກໍ່ບໍ່ມີຫຼາຍ
03:54
In fact, on the contrary, I think
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ອັນທີ່ຈິງ ໃນດ້ານກົງກັນຂ້າມ ຂ້າພະເຈົ້າຄິດວ່າ
03:56
it's still true of a minority of people.
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ມີພຽງຄົນກຸ່ມນ້ອຍທີ່ເປັນແນວນີ້
03:58
I think there are many
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ແລະ ຂ້າພະເຈົ້າຄິດວ່າມີຫຼາຍ
04:00
possible explanations for it.
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ຄຳອະທິບາຍສຳລັບສິ່ງທີ່ເປັນຢູ່
04:02
And high among them
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ແລະ ສູງສຸດໃນນັ້ນ
04:04
is education,
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ແມ່ນການສຶກສາ
04:06
because education, in a way,
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ຍ້ອນວ່າການສຶກສາ ໃນທາງໜຶ່ງ
04:08
dislocates very many people
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ແຍກຫຼາຍໆຄົນອອກ
04:10
from their natural talents.
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ຈາກພອນສະຫວັນໂດຍທຳມະຊາດຂອງເຂົາ
04:12
And human resources are like natural resources;
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ແລະ ຊັບພະຍາກອນບຸກຄົນ ກໍ່ຄືກັບ ຊັບພະຍາກອນທຳມະຊາດ
04:15
they're often buried deep.
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ມັນມັກຖືກຝັງຢູ່ເລິກໆ
04:17
You have to go looking for them,
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ເຈົ້າຕ້ງອໄປຊອກຫາມັນ
04:19
they're not just lying around on the surface.
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ມັນບໍ່ນອນຊະຊາຍຢູ່ເທິງພື້ນຜິວ
04:21
You have to create the circumstances where they show themselves.
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ເຈົ້າຕ້ອງສ້າງເຫດການແວດລ້ອມໃຫ້ມັນສະແດງຕົວອອກມາ
04:24
And you might imagine
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ແລະ ທ່ານອາດຄິດວ່າ
04:26
education would be the way that happens,
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ການສຶກສາຈະເປັນຫົນທາງທີ່ຈະສ້າງໃຫ້ມັນເກີດຂຶ້ນ
04:28
but too often it's not.
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ແຕ່ສ່ວນຫຼາຍ ບໍ່ແມ່ນ
04:30
Every education system in the world
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ລະບົບການສຶກສາທຸກອັນໃນໂລກ
04:32
is being reformed at the moment
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ໃນຂະໜະນີ້ ກຳລັງຖືກປະຕິຮູບ
04:34
and it's not enough.
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ແລະ ມັນຍັງບໍ່ພໍ
04:36
Reform is no use anymore,
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ການປະຕິຮູບແມ່ນບໍ່ມີປະໂຫຍດຫຍັງໝົດ
04:38
because that's simply improving a broken model.
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ຍ້ອນວ່າມັນພຽງແຕ່ຍົກລະດັບຮູບແບບທີ່ໃຊ້ບໍ່ໄດ້
04:41
What we need --
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ສິ່ງທີ່ພວກເຮົາຕ້ອງການ -
04:43
and the word's been used many times during the course of the past few days --
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ແລະ ຄຳນີ້ກໍ່ໄດ້ຖືກນຳໃຊ້ຫຼາຍເທື່ອໃນຫຼາຍວັນທີ່ຜ່ານມາ -
04:45
is not evolution,
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ບໍ່ແມ່ນການວິວັດທະນາການ
04:47
but a revolution in education.
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ແຕ່ແມ່ນການປະຕິວັດທາງການສຶກສາ
04:50
This has to be transformed
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ສິ່ງນີ້ຕ້ອງໄດ້ແປງຮູບ
04:52
into something else.
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ໄປເປັນແນວໃໝ່
04:54
(Applause)
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(ຕົບມື)
05:00
One of the real challenges
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ສິ່ງທ້າທາຍແທ້ໆອັນໜຶ່ງ
05:02
is to innovate fundamentally
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ແມ່ນການປ່ຽນແປງຂັ້ນພື້ນຖານ
05:04
in education.
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ໃນການສຶກສາ
05:06
Innovation is hard
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ການປ່ຽນແປງແມ່ນຍາກ
05:08
because it means doing something
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ຍ້ອນມັນໝາຍຄວາມເຖິງການເຮັດຫຍັງ
05:10
that people don't find very easy, for the most part.
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ທີ່ຄົນບໍ່ເຫັນວ່າມັນງ່າຍເປັນສ່ວນຫຼາຍ
05:12
It means challenging what we take for granted,
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ມັນໝາຍເຖິງການທ້າທາຍສິ່ງທີ່ພວກເຮົາຖືເປັນຕາຍຕົວ
05:15
things that we think are obvious.
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ສິ່ງທີ່ພວກເຮົາຄິດວ່າມັນແຈ່ມແຈ້ງແລ້ວ
05:18
The great problem for reform
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ບັນຫາທີ່ໃຫຍ່ຫຼວງສຳລັບການປະຕິຮູບ
05:20
or transformation
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ຫຼື ການແປງຮູບ
05:22
is the tyranny of common sense;
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ແມ່ນການປົກຄອງແບບຜະເດັດການຂອງສາມັນສຳນຶກ -
05:24
things that people think,
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ສິ່ງທີ່ຄົນຄິດ
05:26
"Well, it can't be done any other way because that's the way it's done."
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“ສິ່ງນີ້ ມັນບໍ່ສາມາດເຮັດໄປທາງອື່ນໄດ້ ຍ້ອນວ່ານີ້ແມ່ນວິທີທີ່ເພິ່ນໄດ້ເຮັດຜ່ານມາ”
05:28
I came across a great quote recently from Abraham Lincoln,
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ຂ້າພະເຈົ້າ ໄດ້ຊອກເຫັນຄຳເວົ້າອັນຍິ່ງໃຫຍ່ອັນໜຶ່ງຂອງ ອັບບຣາຮຳ ລິນຄອນ
05:31
who I thought you'd be pleased to have quoted at this point.
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ຜູ້ທີ່ຂ້າພະເຈົ້າຄິດວ່າພວກທ່ານຄົງຈະດີໃຈທີ່ຈະໄດ້ຍິນຄຳເວົ້າຂອງເພິ່ນໃນເວລານີ້
05:34
(Laughter)
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(ຫົວ)
05:36
He said this in December 1862
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ເພິ່ນໄດ້ກ່າວສິ່ງນີ້ໃນເດືອນທັນວາ ປີ 1862
05:39
to the second annual meeting of Congress.
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ຕໍ່ກັບກອງປະຊຸມປະຈຳປີຄັ້ງທີສອງຂອງສະພາ Congress
05:43
I ought to explain that I have no idea what was happening at the time.
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ຂ້າພະເຈົ້າຄວນອະທິບາຍວ່າ ຂ້າພະເຈົ້າບໍ່ມີຄວາມຮູ້ກ່ຽວກັບສິ່ງທີ່ເກີດຂຶ້ນໃນເວລານັ້ນເລີຍ
05:48
We don't teach American history in Britain.
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ພວກເຮົາບໍ່ສອນປະຫວັດສາດຂອງອາເມລິກາ ໃນປະເທດອັງກິດ
05:50
(Laughter)
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(ຫົວ)
05:52
We suppress it. You know, this is our policy.
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ພວກເຮົາຂົ່ມມັນໄວ້ ທ່ານກໍ່ຮູ້ ວ່າມັນແມ່ນນະໂຍບາຍຂອງເຮົາ
05:55
(Laughter)
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(ຫົວ)
05:58
So, no doubt, something fascinating was happening in December 1862,
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ສະນັ້ນ ບໍ່ຕ້ອງສົງໄສເລີຍວ່າ ສິ່ງທີ່ເປັນຕາສົນໃຈຄົງໄດ້ເກີດຂຶ້ນໃນເດືອນທັນວາ ປີ 1862
06:00
which the Americans among us
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ເຊິ່ງຄົນອາເມລິກັນໃນທີ່ນີ້
06:02
will be aware of.
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ຄົງຈະຮູ້ດີ
06:05
But he said this:
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ແຕ່ ເພິ່ນໄດ້ເວົ້າອັນນີ້
06:07
"The dogmas
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“ຄວາມເຊື່ອ
06:09
of the quiet past
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ຂອງອາດີດທີ່ມິດງຽບ
06:11
are inadequate to the stormy present.
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ແມ່ນບໍ່ພຽງພໍຕໍ່ກັບປະຈຸບັນອັນດຸເດືອດ
06:14
The occasion
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ເວລານີ້
06:16
is piled high with difficulty,
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ແມ່ນກອງສູງດ້ວຍຄວາມຫຍຸ້ງຍາກ
06:18
and we must rise with the occasion."
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ແລະ ພວກເຮົາຕ້ອງສູງຂຶ້ນໄປກັບເວລາ”
06:21
I love that.
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ຂ້າພະເຈົ້າມັກອັນນີ້ຫຼາຍ
06:23
Not rise to it, rise with it.
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ບໍ່ແມ່ນສູງຂຶ້ນໄປທຽບມັນ ສູງຂຶ້ນໄປກັບມັນ
06:27
"As our case is new,
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“ເນື່ອງຈາກກໍລະນີຂອງເຮົາແມ່ນອັນໃໝ່
06:29
so we must think anew
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ສະນັ້ນ ພວກເຮົາກໍ່ຕ້ອງຄິດແນວໃໝ່
06:32
and act anew.
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ແລະ ປະຕິບັດແນວໃໝ່
06:35
We must disenthrall ourselves,
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ພວກເຮົາຕ້ອງປົດປ່ອຍຕົນເອງ
06:38
and then we shall save our country."
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ຫຼັງຈາກນັ້ນ ແລ້ວພວກເຮົາຈິ່ງຈະຮັກສາປະເທດຊາດຂອງເຮົາ
06:41
I love that word, "disenthrall."
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ຂ້າພະເຈົ້າມັກຄຳນີ້ “ປົດປ່ອຍ”
06:43
You know what it means?
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ທ່ານຮູ້ບໍ່ວ່າມັນໝາຍເຖິງຫຍັງ
06:45
That there are ideas that all of us are enthralled to,
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ທີ່ວ່າມັນມີແນວຄວາມຄິດທີ່ເຮົາທັງໝົດຫຼົງສະເໜ່ຢູ່
06:48
which we simply take for granted
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ທີ່ເຮົາພຽງແຕ່ຖືເປັນຕາຍຕົວ
06:50
as the natural order of things, the way things are.
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ຄືກັບວ່າມັນເປັນກົດຕາມທຳມະຊາດ, ສິ່ງທີ່ມັນຄວນຈະເປັນ
06:52
And many of our ideas
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ແລະ ແນວຄວາມຄິດຫຼາຍອັນຂອງເຮົາ
06:54
have been formed, not to meet the circumstances of this century,
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ກໍ່ໄດ້ຖືກສ້າງຂຶ້ນ ບໍ່ແມ່ນເພື່ອປະເຊີນໜ້າກັບສະຖານະການຂອງສັດຕະວັດນີ້
06:57
but to cope with the circumstances of previous centuries.
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ແຕ່ເພື່ອຕໍ່ສູ້ກັບສະພາບການຂອງສັດຕະວັດກ່ອນ
07:00
But our minds are still hypnotized by them,
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ແຕ່ຫົວຂອງເຮົາຊຳ້ພັດຍັງຖືກສະກົດຢູ່ກັບອັນເກົ່າ
07:02
and we have to disenthrall ourselves of some of them.
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ແລະ ພວກເຮົາຕ້ອງປົດປ່ອຍຕົນເອງຈາກສິ່ງເຫຼົ່ານີ້
07:05
Now, doing this is easier said than done.
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ບາດນີ້ ການເວົ້າມັນງ່າຍກວ່າການກະທຳ
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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ອັນທີ່ຈິງ ເຮົາຮູ້ໄດ້ຍາກ ວ່າອັນໃດທີ່ເຮົາຖືເປັນຕາຍຕົວ
07:11
And the reason is that you take it for granted.
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ແລະ ເຫດຜົນກໍ່ແມ່ນຍ້ອນເຮົາຖືມັນເປັນຕາຍຕົວ
07:14
So let me ask you something you may take for granted.
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ສະນັ້ນ ຂ້າພະເຈົ້າຈະຂໍຖາມພວກທ່ານກ່ຽວກັບບາງສິ່ງທີ່ພວກທ່ານຖືເປັນຕາຍຕົວ
07:17
How many of you here are over the age of 25?
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ມີຈັກທ່ານໃນທີ່ນີ້ທີ່ມີອາຍຸເກີນ 25 ປີ
07:20
That's not what I think you take for granted,
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ບໍ່ແມ່ນອັນນີ້ດອກທີ່ຂ້າພະເຈົ້າຄິດວ່າພວກທ່ານຖືເປັນຕາຍຕົວ
07:22
I'm sure you're familiar with that already.
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ຂ້າພະເຈົ້າແນ່ໃຈວ່າພວກທ່ານລຶ້ງເຄີຍກັບການມີອາຍຸຊຳ່ນີ້ດີ
07:24
Are there any people here under the age of 25?
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ມີໃຜໃນທີ່ນີ້ບໍ່ທີ່ອາຍຸຕຳ່ກວ່າ 25 ປີ
07:27
Great. Now, those over 25,
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ດີຫຼາຍ ບາດນີ້ ຜູ້ທີ່ມີອາຍຸເກີນ 25 ປີ
07:30
could you put your hands up if you're wearing your wristwatch?
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ກະລຸນາຍົກມື້ຂຶ້ນ ຖ້າທ່ານໃສ່ໂມງຢູ່ແຂນ
07:33
Now that's a great deal of us, isn't it?
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ເຫັນລະ ມີຈຳນວນຫຼາຍຄືກັນເນາະ
07:36
Ask a room full of teenagers the same thing.
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ຖ້າຖາມຄຳຖາມນີ້ໃນຫ້ອງທີ່ມີຄົນອາຍຸຕຳ່ກວ່າ 20 ປີ
07:39
Teenagers do not wear wristwatches.
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ຄົນໄວໜຸ່ມບໍ່ໃສ່ໂມງແຂນ
07:41
I don't mean they can't or they're not allowed to,
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ຂ້າພະເຈົ້າບໍ່ໄດ້ໝາຍຄວາມວ່າເຂົາບໍ່ສາມາດໃສ່ໄດ້ ຫຼື ບໍ່ໄດ້ຮັບອະນຸຍາດໃຫ້ໃສ່
07:43
they just often choose not to.
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ສ່ວນຫຼາຍພວກເຂົາພຽງແຕ່ເລືອກທີ່ຈະບໍ່ໃສ່
07:45
And the reason is, you see, that we were brought up
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ແລະ ເຫດຜົນແມ່ນ, ທ່ານເຫັນບໍ່, ວ່າພວກເຮົາຖືກລ້ຽງມາ
07:47
in a pre-digital culture, those of us over 25.
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ໃນຍຸກກ່ອນວັດທະນະທຳ ດິຈິຕອລ ພວກເຮົາທີ່ມີອາຍຸ 25 ປີ ຂຶ້ນໄປ
07:50
And so for us, if you want to know the time
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ແລະສະນັ້ນ ສຳລັບພວກເຮົາ ຖ້າເຮົາຢາກຮູ້ເວລາ
07:52
you have to wear something to tell it.
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ເຮົາຕ້ອງໃສ່ອຸປະກອນບອກເວລາ
07:54
Kids now live in a world which is digitized,
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ເດັນນ້ອຍດຽວນີ້ອາໄສຢູ່ໃນໂລກ ດິຈິຕອລ
07:57
and the time, for them, is everywhere.
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ແລະ ເວລາ ສຳລັບພວກເຂົາ ແມ່ນມີຢູ່ທຸກບ່ອນ
07:59
They see no reason to do this.
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ພວກເຂົາບໍ່ເຫັນເຫດຜົນໃນການໃສ່ໂມງຄືພວກເຮົາ
08:01
And by the way, you don't need to do it either;
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ແລະ ໃນທາງດຽວກັນ ພວກເຮົາກໍ່ບໍ່ຈຳເປັນຕ້ອງໃສ່ເຊັ່ນດຽວກັນ
08:03
it's just that you've always done it and you carry on doing it.
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ພຽງແຕ່ວ່າເຮົາຫາກເຄີຍໃສ່ແນວນີ້ ແລະ ເຮົາກໍ່ສືບຕໍ່ໃສ່ໄປ
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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ລູກສາວຂອງຂ້າພະເຈົ້າບໍ່ເຄີຍໃສ່ໂມງເລີຍ ເຄດ ເຊິ່ງອາຍຸໄດ້ 20 ປີ
08:09
She doesn't see the point.
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ລາວບໍ່ເຫັນຄວາມໝາຍໃນການໃສ່
08:11
As she says, "It's a single function device."
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ຄືທີ່ລາວເວົ້າວ່າ “ມັນເປັນເຄື່ອງມືທີ່ເຮັດໄດ້ແຕ່ຢ່າງດຽວ“
08:14
(Laughter)
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(ຫົວ)
08:19
"Like, how lame is that?"
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“ເບິ່ງດຸ ມັນກະຈອກຂະໜາດໃດ”
08:22
And I say, "No, no, it tells the date as well."
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ແລະ ຂ້າພະເຈົ້າເວົ້າວ່າ “ບໍ່ແມ່ນໄດ໋ ມັນບອກວັນທີນຳອີກ”
08:24
(Laughter)
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(ຫົວ)
08:29
"It has multiple functions."
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“ມັນເຮັດໄດ້ຫຼາຍຢ່າງ”
08:32
But, you see, there are things we're enthralled to in education.
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ແຕ່ທ່ານເຫັນບໍ ມັນມີສິ່ງທີ່ເຮົາຫຼົງໄຫຼຢູ່ໃນການສຶກສາ
08:35
Let me give you a couple of examples.
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ໃຫ້ຂ້າພະເຈົ້າຍົກຕົວຢ່າງຈັກສອງອັນ
08:37
One of them is the idea of linearity:
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ອັນໜຶ່ງແມ່ນແນວຄວາມຄິດແບບເສັ້ນຊື່
08:40
that it starts here and you go through a track
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ທີ່ວ່າມັນເລີ່ມຕົ້ນຢູ່ນີ້ ແລະ ເຈົ້າກໍ່ໄປຕາມເສັ້ນທາງ
08:43
and if you do everything right, you will end up
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ແລະ ຖ້າເຈົ້າເຮັດທຸກຢ່າງຖືກຕ້ອງ ເຈົ້າກໍ່ຈະໄດ້
08:45
set for the rest of your life.
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ມີທຸກຢ່າງພ້ອມສຳລັບຊີວິດຂອງເຈົ້າ
08:49
Everybody who's spoken at TED has told us implicitly,
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ທຸກຄົນທີ່ໄດ້ຂຶ້ນມາເວົ້າຢູ່ TED ໄດ້ບອກເຮົາທາງອ້ອມ,
08:51
or sometimes explicitly, a different story:
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ຫຼື ບາງເທື່ອກໍ່ທາງກົງ, ອີກເລື່ອງໜຶ່ງ,
08:54
that life is not linear; it's organic.
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ວ່າຊີວິດນັ້ນບໍ່ໄດ້ເປັນເສັ້ນຊື່, ມັນເປັນສິ່ງທີ່ປ່ຽນແປງ.
08:57
We create our lives symbiotically
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ເຮົາສ້າງຊິວິດຂອງເຮົາໃນທາງພົວພັນແລກປ່ຽນ
08:59
as we explore our talents
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ໃນຂະນະທີ່ເຮົາຊອກຄົ້ນຫາຄວາມສາມາດພິເສດ
09:01
in relation to the circumstances they help to create for us.
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ທີ່ສາມາດຊ່ວຍສ້າງໂອກາດໃຫ້ເຮົາ.
09:04
But, you know, we have become obsessed
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ແຕ່ທ່ານຮູ້ບໍ່ ພວກເຮົາໄດ້ກາຍມາຖືກຄອບງຳ
09:06
with this linear narrative.
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ໂດຍເລື່ອງລາວແນວເສັ້ນຊື່ນີ້.
09:08
And probably the pinnacle for education
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ບາງເທື່ອຈຸດສຸດຍອດຂອງການສຶກສາ
09:10
is getting you to college.
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ແມ່ນການເຂົ້າມະຫາວິທະຍາໄລ.
09:12
I think we are obsessed with getting people to college.
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ຂ້າພະເຈົ້າຄິດວ່າພວກເຮົາຫຼົງໄຫຼໄປກັບການເອົາຄົນເຂົ້າມະຫາວິທະຍາໄລ,
09:15
Certain sorts of college.
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ມະຫາວິທະຍາໄລບາງປະເພດ.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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ຂ້າພະເຈົ້າບໍ່ໄດ້ໝາຍວ່າເຮົາບໍ່ຄວນເຂົ້າມະຫາ, ແຕ່ບໍ່ແມ່ນໝົດທຸກຄົນຊິຕ້ອງເຂົ້າ,
09:19
and not everybody needs to go now.
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ບໍ່ແມ່ນທຸກຄົນຊິຕ້ອງເຂົ້າດຽວນີ້.
09:21
Maybe they go later, not right away.
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ບາງເທື່ອເຂົາອາດຈະເຂົ້າມື້ໜ້າ, ບໍ່ແມ່ນທັນທີ.
09:23
And I was up in San Francisco a while ago
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ຂ້າພະເຈົ້າໄດ້ໄປ ເມືອງຊານຟຣານຊິສໂກ ຫວ່າງມໍ່ໆນີ້
09:25
doing a book signing.
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ເພື່ອເຊັນປື້ມ.
09:27
There was this guy buying a book, he was in his 30s.
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ມີຊາຍຜູ້ໜຶ່ງກຳລັງຊື້ປື້ມ, ຄືຊິແມ່ນອາຍຸປະມານ 30 ປີ.
09:29
And I said, "What do you do?"
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ຂ້າພະເຈົ້າຖາມວ່າ, “ເຈົ້າເຮັດຫຍັງ?”
09:31
And he said, "I'm a fireman."
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ລາວບອກວ່າ, “ຂ້ອຍເປັນຄົນດັບເພີງ.”
09:34
And I said, "How long have you been a fireman?"
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ຂ້າພະເຈົ້າຖາມຕໍ່ວ່າ, “ເຈົ້າເປັນຄົນດັບເພີງໄດ້ດົນປານໃດແລ້ວ?”
09:36
He said, "Always. I've always been a fireman."
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ລາວບອກວ່າ, “ເປັນມາຕະຫຼອດ, ຂ້ອຍເປັນຄົນດັບເພີງແຕ່ໃດມາ.”
09:38
And I said, "Well, when did you decide?"
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ແລະ ຂ້າພະເຈົ້າຖາມອີກວ່າ, “ຄັນຊັ້ນ, ເຈົ້າໄດ້ຕັດສິນໃຈຕອນໃດ?”
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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ລາວບອກວ່າ, “ຕັ້ງແຕ່ຕອນເປັນເດັກນ້ອຍ.” “ຄວາມຈິງແລ້ວ, ມັນເຄີຍເປັນບັນຫາສຳລັບຂ້ອຍຢູ່ໂຮງຮຽນ,
09:43
because at school, everybody wanted to be a fireman."
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ເພາະວ່າຢູ່ໂຮງຮຽນ ໝົດທຸກຄົນຢາກເປັນຄົນດັບເພີງ.”
09:46
He said, "But I wanted to be a fireman."
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“ແຕ່ຂ້ອຍກໍ່ຢາກເປັນຄົນດັບເພີງ.”
09:49
And he said, "When I got to the senior year of school,
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“ໃນຕອນທີ່ຂ້ອຍຮອດປີສຸດທ້າຍຂອງຊັ້ນມັດທະຍົມ,
09:52
my teachers didn't take it seriously.
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ຄູຂອງຂ້ອຍບໍ່ໄດ້ຖືເລື່ອງນີ້ຈິງຈັງ.
09:55
This one teacher didn't take it seriously.
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ຄູຜູ້ໜຶ່ງບໍ່ໄດ້ຖືກຂ້ອຍຈິງຈັງ.
09:57
He said I was throwing my life away
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ລາວເວົ້າວ່າຂ້ອຍກຳລັງຊິຖິ້ມຊີວິດຂອງຂ້ອຍໄປ
09:59
if that's all I chose to do with it;
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ຖ້າວ່າຂ້ອຍເລືອກທີ່ຈະເຮັດແຕ່ເທົ່ານັ້ນ,
10:01
that I should go to college, I should become a professional person,
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ບອກວ່າຂ້ອຍຄວນເຂົ້າມະຫາ, ຂ້ອຍຄວນເປັນມືອາຊີບ,
10:04
that I had great potential
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ວ່າຂ້ອຍມີສັກກະຍາພາບ,
10:06
and I was wasting my talent to do that."
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ແລະ ຂ້ອຍກຳລັງຖິ້ມຄວາມສາມາດພິເສດຂອງຂ້ອຍໄປ.”
10:08
And he said, "It was humiliating because
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“ມັນເປັນຕາອົດສູ ເພາະວ່າ
10:10
he said it in front of the whole class and I really felt dreadful.
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ລາວເວົ້າແນວນີ້ຕໍ່ໜ້າຄົນໝົດຫ້ອງ, ຂ້ອຍຮູ້ສຶກບໍ່ດີເລີຍ.
10:12
But it's what I wanted, and as soon as I left school,
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ແຕ່ມັນເປັນສິ່ງທີ່ຂ້ອຍຕ້ອງການ, ແລະ ທັນທີທີ່ຂ້ອຍຮຽນຈົບ,
10:14
I applied to the fire service and I was accepted."
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ຂ້ອຍສະໝັກເຂົ້າສູນບໍລິການດັບເພີງ ແລະ ເພິ່ນກໍ່ຮັບຂ້ອຍ.”
10:17
And he said, "You know, I was thinking about that guy recently,
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“ເຈ້ົາຮູ້ບໍ່, ຂ້ອຍຄິດກ່ຽວກັບຄູຜູ້ນັ້ນຢູ່ຫວ່າງມໍ່ໆນີ້,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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ຫວ່າງກີ້ນີ້ທີ່ເຈົ້າເວົ້າກ່ຽວກັບຄູ,”
10:22
he said, "because six months ago,
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“ເພາະວ່າຫົກເດືອນກ່ອນ,
10:24
I saved his life."
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ຂ້ອຍໄດ້ຮັກສາຊີວິດຂອງລາວໄວ້.”
10:26
(Laughter)
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(ຫົວ)
10:28
He said, "He was in a car wreck,
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ລາວວ່າ, “ລາວຄາຢູ່ໃນລົດທີ່ຂວຳ້,
10:30
and I pulled him out, gave him CPR,
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ແລະ ຂ້ອຍດຶງເອົາລາວອອກມາ, ແລະ ປຳ້ຫົວໃຈໃຫ້ລາວ,
10:33
and I saved his wife's life as well."
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ແລະ ຂ້ອຍກໍ່ໄດ້ຮັກສາຊິວິດເມຍລາວຄືກັນ.”
10:36
He said, "I think he thinks better of me now."
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“ຂ້ອຍຄິດວ່າລາວຄືຊິຄິດກັບຂ້ອຍດີກວ່າເກົ່າແລ້ວດຽວນີ້.”
10:38
(Laughter)
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(ຫົວ)
10:40
(Applause)
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(ຕົບມື)
10:46
You know, to me,
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ທ່ານຮູ້ບໍ່, ສຳລັບຂ້າພະເຈົ້າແລ້ວ,
10:48
human communities depend upon
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ສັງຄົມຄົນແມ່ນຂຶ້ນກັບ
10:50
a diversity of talent,
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ຄວາມຫຼາກຫຼາຍທາງດ້ານທັກສະ,
10:52
not a singular conception of ability.
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ບໍ່ແມ່ນແນວຄວາມຄິດແບບດຽວກ່ຽວກັບຄວາມສາມາດ.
10:55
And at the heart of our challenges --
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ແລະ ໃນໃຈກາງຂອງສິ່ງທີ່ທ້າທາຍເຮົາ -
10:57
(Applause)
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(ຕົບມື)
10:59
At the heart of the challenge
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ໃນໃຈກາງຂອງສິ່ງທີ່ທ້າທາຍເຮົາ
11:01
is to reconstitute our sense of ability
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ແມ່ນການສ້າງຄວາມເຂົ້າໃຈຂອງເຮົາກ່ຽວກັບຄວາມສາມາດຄືນໃໝ່
11:03
and of intelligence.
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ແລະ ກ່ຽວກັບຄວາມສະຫຼາດ.
11:05
This linearity thing is a problem.
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ສິ່ງທີ່ເປັນເສັ້ນຊື່ນີ້ແມ່ນບັນຫາ.
11:07
When I arrived in L.A.
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ໃນຕອນທີ່ຂ້າພະເຈົ້າມາຮອດ ລອສແອງເຈລິສ
11:09
about nine years ago,
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ປະມານເກົ້າປີກ່ອນ,
11:11
I came across a policy statement --
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ຂ້ອຍໄດ້ພໍ້ກັບບົດຄວາມນະໂຍບາຍອັນໜຶ່ງ,
11:14
very well-intentioned --
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ທີ່ມີເຈດຕະນາທີ່ດີ,
11:16
which said, "College begins in kindergarten."
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ເຊິ່ງເວົ້າວ່າ, “ມະຫາວິທະຍາໄລ ເລີ່ມທີ່ ຊັ້ນອານຸບານ.”
11:21
No, it doesn't.
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ບໍ່ໜາ.
11:23
(Laughter)
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(ຫົວ)
11:26
It doesn't.
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ມັນບໍ່ແມ່ນ.
11:28
If we had time, I could go into this, but we don't.
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ຄັນເຮົາມີເວລາ, ຂ້າພະເຈົ້າຊິລົງເລິກໄປກວ່ານີ້, ແຕ່ເຮົາບໍ່ມີ.
11:31
(Laughter)
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(ຫົວ)
11:33
Kindergarten begins in kindergarten.
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ອານຸບານ ເລີ່ມທີ່ ອານຸບານ.
11:35
(Laughter)
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(ຫົວ)
11:37
A friend of mine once said,
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ໝູ່ຂອງຂ້າພະເຈົ້າຜູ້ໜຶ່ງເຄີຍເວົ້າວ່າ,
11:39
"You know, a three year-old is not half a six year-old."
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“ເຈົ້າຮູ້ບໍ່, ເດັກນ້ອຍສາມປີ ບໍ່ແມ່ນເຄິ່ງໜຶ່ງຂອງເດັກຫົກປີ.”
11:42
(Laughter)
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(ຫົວ)
11:44
(Applause)
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(ຕົບມື)
11:49
They're three.
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ເຂົາເປັນເດັກສາມຂວບ.
11:51
But as we just heard in this last session,
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ແຕ່ຄືທີ່ພວກເຮົາໄດ້ຍິນໃນບົດສະເໜີກ່ອນໜ້ານີ້,
11:53
there's such competition now to get into kindergarten --
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ວ່າມີການແຂ່ງຂັນກັນເຂົ້າອານຸບານດຽວນີ້,
11:56
to get to the right kindergarten --
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ເພື່ອເຂົ້າໂຮງຮຽນອານຸບານທີ່ມີຊື່ສຽງ,
11:58
that people are being interviewed for it at three.
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ຈົນວ່າຕ້ອງໄດ້ສຳພາດກັນ ຕັ້ງແຕ່ຕອນສາມປີ.
12:03
Kids sitting in front of unimpressed panels,
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ເດັກນ້ອຍນັ່ງຕໍ່ໜ້າຄະນະສຳພາດ,
12:05
you know, with their resumes,
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ທ່ານຄິດອອກບໍ່, ນັ່ງຢູ່ຫັ້ນພ້ອມກັບຮ່າງປະຫວັດຫຍໍ້
12:07
(Laughter)
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(ຫົວ)
12:10
flipping through and saying, "Well, this is it?"
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ເປີດໜ້າເຈ້ຍໄປມາ ແລ້ວເວົ້າວ່າ, “ອັນນີ້ແມ່ນຫຍັງ?”
12:12
(Laughter)
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(ຫົວ)
12:14
(Applause)
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(ຕົບມື)
12:17
"You've been around for 36 months, and this is it?"
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“ເຈົ້າເກີດມາໄດ້ຕັ້ງ 36 ເດືອນແລ້ວ, ແຕ່ເຮັດໄດ້ທໍ່ນີ້ຫວາ?”
12:20
(Laughter)
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(ຫົວ)
12:27
"You've achieved nothing -- commit.
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“ເຈົ້າຍັງບໍ່ໄດ້ເຮັດຫຍັງສຳເລັດເລີຍ.
12:30
Spent the first six months breastfeeding, the way I can see it."
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ຫົກເດືອນທຳອິດກິນແຕ່ນົມແມ່, ຕາມທີ່ຂ້ອຍເຫັນ.”
12:33
(Laughter)
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(ຫົວ)
12:38
See, it's outrageous as a conception, but it [unclear].
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ເຫັນບໍ່, ມັນເປັນແນວຄວາມຄິດທີ່ຮະຮາມຊຳ່ໃດ, ແຕ່ມັນກໍ່ຍັງດຶງດູດຄົນ.
12:41
The other big issue is conformity.
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ບັນຫາອັນໜຶ່ງອີກແມ່ນການຄ້ອຍຕາມກັນ.
12:43
We have built our education systems
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ພວກເຮົາໄດ້ສ້າງລະບົບການສຶກສາຂອງເຮົາ
12:45
on the model of fast food.
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ຕາມໂຄງຮ່າງອາຫານສຳເລັດຮູບ.
12:47
This is something Jamie Oliver talked about the other day.
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ອັນນີ້ແມ່ນສິ່ງໜຶ່ງທີ່ Jamie Oliver ໄດ້ຍົກຂຶ້ນມາເວົ້າໃນມື້ກ່ອນ.
12:50
You know there are two models of quality assurance in catering.
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ທ່ານຮູ້ບໍ່ວ່າມີໂຄງຮ່າງສອງຢ່າງທີ່ກ່ຽວກັບການຮັກສາຄຸນນະພາບດ້ານການບໍລິໂພກ.
12:52
One is fast food,
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ອັນໜຶ່ງແມ່ນ ອາຫານສຳເລັດຮູບ
12:54
where everything is standardized.
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ເຊິ່ງທຸກສິ່ງຢ່າງແມ່ນເປັນໄປແບບຕາຍຕົວ.
12:56
The other are things like Zagat and Michelin restaurants,
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ອີກອັນໜຶ່ງແມ່ນຄືກັບຮ້ານອາຫານຂອງ Zagat ແລະ Michelin,
12:58
where everything is not standardized,
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ທີ່ທຸກສິ່ງຢ່າງບໍ່ຕ້ອງໄປຕາມມາດຖານຕາຍຕົວ,
13:00
they're customized to local circumstances.
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ທຸກອັນແມ່ນປັບປ່ຽນໄປຕາມສະພາບຕົວຈິງຂອງທ້ອງຖິ່ນ.
13:02
And we have sold ourselves into a fast food model of education,
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ແລະ ພວກເຮົາກໍ່ໄດ້ຈ່າວໃຫ້ຕົວເອງ ໂຄງຮ່າງການສຶກສາແບບອາຫານສຳເລັດຮູບ.
13:05
and it's impoverishing our spirit and our energies
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ແລະ ມັນກໍ່ກຳລັງດູດດຶງເອົາ ຈິດໃຈ ແລະ ພະລັງງານ ຂອງເຮົາ
13:08
as much as fast food is depleting our physical bodies.
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ຄືກັນກັບອາຫານສຳເລັດຮູບທີ່ເຮັດໃຫ້ຮ່າງກາຍເຮົາເສຍທາດໄປ.
13:11
(Applause)
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(ຕົບມື)
13:17
I think we have to recognize a couple of things here.
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ຂ້າພະເຈົ້າຄິດວ່າເຮົາຕ້ອງຍອມຮັບສອງຢ່າງໃນທີ່ນີ້.
13:19
One is that human talent is tremendously diverse.
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ໜຶ່ງແມ່ນວ່າຄວາມສາມາດພິເສດຂອງຄົນນັ້ນມີຄວາມຫຼາກຫຼາຍທີ່ສຸດ.
13:22
People have very different aptitudes.
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ຄົນເຮົາມີໄຫວພິບທີ່ຕ່າງກັນ.
13:24
I worked out recently that
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ຂ້າພະເຈົ້າໄດ້ຄິດອອກຫວ່າງມໍ່ໆນີ້ວ່າ
13:26
I was given a guitar as a kid
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ຂ້າພະເຈົ້າໄດ້ກີຕ້າອັນໜຶ່ງຕອນຍັງນ້ອຍ
13:28
at about the same time that Eric Clapton got his first guitar.
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ໃນຊ່ວງດຽວກັນກັບທີ່ Eric Clapton ໄດ້ຮັບກີຕ້າອັນທຳອິດ.
13:32
You know, it worked out for Eric, that's all I'm saying.
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ທ່ານກໍ່ຮູ້, Eric ລາວເຮັດໄດ້ດີ, ຂ້າພະເຈົ້າຢາກເວົ້າທໍ່ຫັ້ນລະ.
13:35
(Laughter)
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(ຫົວ)
13:37
In a way, it did not for me.
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ໃນທາງທີ່ ຂ້າພະເຈົ້າເຮັດໄດ້ດີບໍ່ເທົ່າ.
13:39
I could not get this thing to work
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ຂ້າພະເຈົ້າບໍ່ສາມາດເຮັດໃຫ້ມັນເປັນເພງ
13:42
no matter how often or how hard I blew into it.
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ບໍ່ວ່າຈະພະຍາຍາມເປົ່າມັນ ເລື້ອຍ ແລະ ໜັກ ປານໃດ.
13:44
(Laughter) It just wouldn't work.
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ມັນກໍ່ຍັງບໍ່ເປັນເພງ.
13:49
But it's not only about that.
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ແຕ່ມັນບໍ່ພຽງແຕ່ກ່ຽວກັບສິ່ງນີ້.
13:51
It's about passion.
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ມັນຍັງກ່ຽວກັບອາລົມຄວາມມັກ.
13:53
Often, people are good at things they don't really care for.
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ຫຼາຍຄັ້ງທີ່ຄົນເຮົາເຮັດໃນສິ່ງຕົນບໍ່ສົນໃຈໄດ້ດີ.
13:55
It's about passion,
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ມັນກ່ຽວກັບອາລົມຄວາມມັກ,
13:57
and what excites our spirit and our energy.
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ແລະ ສິ່ງທີ່ກະຕຸ້ນ ວິນຍານ ແລະ ພະລັງ ຂອງເຮົາ.
14:00
And if you're doing the thing that you love to do, that you're good at,
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ແລະ ຖ້າທ່ານເຮັດໃນສິ່ງທີ່ທ່ານຮັກທີ່ຈະເຮັດ, ທີ່ທ່ານເຮັດໄດ້ດີ,
14:03
time takes a different course entirely.
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ເວລາຈະເດີນໄປໃນລັກສະນະທີ່ຕ່າງໄປໂດຍສິ້ນເຊີງ.
14:06
My wife's just finished writing a novel,
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ເມຍຂອງຂ້າພະເຈົ້າຫາກໍ່ສຳເລັດການຂຽນນິຍາຍ,
14:09
and I think it's a great book,
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ແລະ ຂ້າພະເຈົ້າຄິດວ່າມັນເປັນປື້ມທີ່ດີ,
14:11
but she disappears for hours on end.
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ແຕ່ລາວຫາຍຕົວໄປຫຼາຍຊົ່ວໂມງ.
14:14
You know this, if you're doing something you love,
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ທ່ານກໍ່ຮູ້ສິ່ງນີ້, ຖ້າທ່ານກຳລັງເຮັດໃນສິ່ງທີ່ທ່ານຮັກ,
14:16
an hour feels like five minutes.
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ເວລາຊົ່ວໂມງໜຶ່ງ ຮູ້ສຶກຄື ຫ້ານາທີ.
14:19
If you're doing something that doesn't resonate with your spirit,
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ຖ້າທ່ານກຳລັງເຮັດໃນສິ່ງທີ່ບໍ່ສະທ້ອນກັບວິນຍານຂອງທ່ານ,
14:21
five minutes feels like an hour.
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ຫ້ານາທີ ກໍ່ຮູ້ສຶກຄືເປັນຊົ່ວໂມງ.
14:23
And the reason so many people are opting out of education
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ແລະ ເຫດຜົນທີ່ຫຼາຍຄົນເລືອກທີ່ຈະອອກໂຮງຮຽນ
14:26
is because it doesn't feed their spirit,
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ແມ່ນຍ້ອນມັນບໍ່ຈຸນເຈືອວິນຍານເຂົາ,
14:28
it doesn't feed their energy or their passion.
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ມັນບໍ່ຈຸນເຈືອ ພະລັງ ຫຼື ອາລົມມັກ ຂອງເຂົາ.
14:31
So I think we have to change metaphors.
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ສະນັ້ນ ຂ້າພະເຈົ້າຄິດວ່າພວກເຮົາຕ້ອງປ່ຽນຄຳປຽບທຽບ.
14:34
We have to go from what is essentially an industrial model of education,
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ພວກເຮົາຕ້ອງແຍກຈາກ ໂຄງຮ່າງການສຶກສາທີ່ເປັນແບບອຸດສາຫະກຳ,
14:37
a manufacturing model,
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ແບບການຜະລິດ,
14:39
which is based on linearity
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ເຊິ່ງຢືນຢູ່ບົນເສັ້ນຊື່
14:41
and conformity and batching people.
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ແລະ ການຄ້ອຍຕາມ ແລະ ຜະລິດຄົນເປັນໝວດໝູ່.
14:44
We have to move to a model
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ພວກເຮົາຕ້ອງປ່ຽນມາຫາໂຄງຮ່າງ
14:46
that is based more on principles of agriculture.
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ທີ່ຢືນຢູ່ບົນຫຼັກການດ້ານກະສິກຳ.
14:49
We have to recognize that human flourishing
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ພວກເຮົາຕ້ອງເຂົ້າໃຈວ່າການເຕີບໃຫຍ່ຂອງຄົນ
14:52
is not a mechanical process;
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ບໍ່ແມ່ນຂະບວນການເຄື່ອງຈັກ,
14:54
it's an organic process.
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ມັນແມ່ນການປ່ຽນແປງທາງຊີວະ.
14:56
And you cannot predict the outcome of human development.
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ແລະ ທ່ານບໍ່ສາມາດຄາດເດົາຜົນໄດ້ຮັບຂອງການພັດທະນາຊັບພະຍາກອນມະນຸດ;
14:59
All you can do, like a farmer,
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ສິ່ງທີ່ທ່ານເຮັດໄດ້, ຄືກັບຊາວກະສິກອນ,
15:01
is create the conditions under which
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ແມ່ນສ້າງເງື່ອນໄຂທີ່
15:03
they will begin to flourish.
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ພວກເຂົາຈະເລີ່ມຈະເລີນເຕີມໂຕ.
15:05
So when we look at reforming education and transforming it,
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ສະນັ້ນ ເມື່ອພວກເຮົາເບິ່ງການປະຕິຮູບການສຶກສາ ແລະ ປ່ຽນຮູບມັນ,
15:08
it isn't like cloning a system.
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ມັນບໍ່ແມ່ນຄືກັບການສ້າງຮູບແບບສຳຮອງ.
15:11
There are great ones, like KIPP's; it's a great system.
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ມີລະບົບທີ່ດີເດັ່ນ ຄືກັບ KIPP.
15:13
There are many great models.
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ມີໂຄງຮ່າງທີ່ດີເດັ່ນຫຼາຍອັນ.
15:15
It's about customizing to your circumstances
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ມັນກ່ຽວກັບການປັບແຕ່ງໃຫ້ເຂົ້າກັບສະພາບຂອງທ່ານ,
15:18
and personalizing education
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ແລະ ປັບແຕ່ງການສຶກສາ
15:20
to the people you're actually teaching.
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ໃຫ້ເຂົ້າກັບຄົນທີ່ທ່ານສອນ.
15:22
And doing that, I think,
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ແລະ ການເຮັດແນວນັ້ນ, ຂ້າພະເຈົ້າຄິດວ່າ
15:24
is the answer to the future
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ແມ່ນຄຳຕອບສຳລັບອະນາຄົດ
15:26
because it's not about scaling a new solution;
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ຍ້ອນວ່າມັນບໍ່ແມ່ນກ່ຽວກັບການຂະຫຍາຍທາງອອກ;
15:29
it's about creating a movement in education
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ແຕ່ຫາກແມ່ນການສ້າງການເຄື່ອນໄຫວໃນການສຶກສາ
15:31
in which people develop their own solutions,
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ທີ່ຄົນສາມາດພັດທະນາທາງອອກຂອງເຂົາເອງ,
15:34
but with external support based on a personalized curriculum.
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ພ້ອມກັບການຊ່ວຍເຫຼືອຈາກພາຍນອກ ທີ່ຢືນຢູ່ບົນຫຼັກສູດທີ່ປັບແຕ່ງໄດ້.
15:37
Now in this room,
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ດຽວນີ້, ໃນຫ້ອງນີ້,
15:39
there are people who represent
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ມີຄົນທີ່ເປັນຕົວແທນ
15:41
extraordinary resources in business,
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ໃຫ້ກັບຊັບພະຍາກອນອັນມະຫາສານ ດ້ານທຸລະກິດ,
15:43
in multimedia, in the Internet.
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ດ້ານສື່, ດ້ານອິນເຕີເນັດ,
15:45
These technologies,
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ເຕັກໂນໂລຢີເຫຼົ່ານີ້,
15:47
combined with the extraordinary talents of teachers,
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ບວດກັບຄວາມສາມາດພິເສດອັນມະຫາສານຂອງຄູ,
15:50
provide an opportunity to revolutionize education.
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ສາມາດໃຫ້ໂອກາດໃນການປະຕິວັດການສຶກສາ.
15:53
And I urge you to get involved in it
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ແລະ ຂ້າພະເຈົ້າຮຽກຮ້ອງໃຫ້ທ່ານເຂົ້າມີສ່ວນຮ່ວມ
15:55
because it's vital, not just to ourselves,
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ເພາະວ່າມັນສຳຄັນ, ບໍ່ແມ່ນແຕ່ສະເພາະຕໍ່ເຮົາເອງ,
15:57
but to the future of our children.
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ແຕ່ສຳລັບອະນາຄົດລູກຫຼານຂອງເຮົາ.
15:59
But we have to change from the industrial model
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ແຕ່ເຮົາຕ້ອງປ່ຽນຈາກໂຄງຮ່າງອຸດສາຫະກຳ
16:01
to an agricultural model,
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ມາເປັນໂຄງຮ່າງກະສິກຳ,
16:03
where each school can be flourishing tomorrow.
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ທີ່ໂຮງຮຽນແຕ່ລະບ່ອນສາມາດຈະເລີນເຕີບໂຕໃນມື້ອື່ນ.
16:06
That's where children experience life.
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ບ່ອນນັ້ນແມ່ນສະຖານທີ່ທີ່ເດັກໄດ້ມີປະສົບການຊີວິດ.
16:08
Or at home, if that's where they choose to be educated
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ຫຼື ຢູ່ເຮືອນ, ຖ້ານັ້ນແມ່ນທາງທີ່ເຂົາເລືອກທີ່ຈະຮຽນ
16:10
with their families or their friends.
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ພ້ອມກັບ ຄອບຄົວ ແລະ ໝູ່ເພື່ອນ.
16:12
There's been a lot of talk about dreams
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ໄດ້ມີການເວົ້າກ່ຽວກັບຄວາມຝັນກັນຫຼາຍ
16:14
over the course of this few days.
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ໃນໄລຍະສາມສີ່ວັນຜ່ານມາ.
16:17
And I wanted to just very quickly ...
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ແລະ ຂ້າພະເຈົ້າຂໍເວົ້າສັ້ນໆ -
16:19
I was very struck by Natalie Merchant's songs last night,
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ຂ້າພະເຈົ້າປະທັບໃຈກັບເພງຂອງ Natalie Merchant ມື້ຄືນນີ້,
16:22
recovering old poems.
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ທີ່ໄດ້ມາຈາກບົດກອນເກົ່າ.
16:24
I wanted to read you a quick, very short poem
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ຂ້າພະເຈົ້າຢາກອ່ານໃຫ້ທ່ານຟັງບຸດໜຶ່ງ, ເປັນກອນທີ່ສັ້ນໆດອກ
16:26
from W. B. Yeats, who some of you may know.
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ໂດຍ W.B. Yeast, ເຊິ່ງບາງທ່ານອາດຈະຮູ້ລາວ.
16:29
He wrote this to his love,
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ລາວໄດ້ຂຽນກອນນີ້ໃຫ້ກັບຄົນຮັກຂອງລາວ,
16:31
Maud Gonne,
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ຊື່ Maud Gonne,
16:33
and he was bewailing the fact that
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ແລະ ລາວກຳລັງຄຳ່ຄວນກ່ຽວກັບວ່າ
16:36
he couldn't really give her what he thought she wanted from him.
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ລາວບໍ່ສາມາດໃຫ້ໃນສິ່ງທີ່ລາວຄິດວ່ານາງຕ້ອງການຈາກລາວໄດ້.
16:39
And he says, "I've got something else, but it may not be for you."
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ແລະ ລາວເວົ້າວ່າ, “ຂ້ອຍມີຢ່າງອື່ນ, ແຕ່ມັນອາດຈະບໍ່ເໝາະສຳລັບເຈົ້າ.”
16:42
He says this:
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ລາວເວົ້າສິ່ງນີ້:
16:44
"Had I the heavens' embroidered cloths,
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“ຖ້າຂ້ອຍມີເສື້ອຜ້າທີ່ຖໍຢູ່ສະຫວັນ,
16:47
Enwrought with gold
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ຕຳ່ດ້ວຍໄໝຄຳ,
16:49
and silver light,
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ແລະ ແສງເງິນ,
16:51
The blue and the dim
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ສີຟ້າ ແລະ ສີມົວ
16:53
and the dark cloths
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ແລະ ສີມືດຂອງຜືນຜ້າ
16:55
Of night and light and the half-light,
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ຂອງຍາມກາງຄືນ ແລະ ຂອງແສງ ແລະ ເຄິ່ງແສງ,
16:58
I would spread the cloths under your feet:
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ຂ້ອຍຈະປູຜ້ານີ້ຢູ່ປາຍຕີນເຈົ້າ;
17:01
But I, being poor,
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ແຕ່ຂ້ອຍຄົນທຸກ,
17:04
have only my dreams;
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ມີແຕ່ຄວາມຝັນ;
17:07
I have spread my dreams under your feet;
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ຂ້ອຍໄດ້ປູຄວາມຝັນຂອງຂ້ອຍຢູ່ປາຍຕີນເຈົ້າ;
17:10
Tread softly
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ຈົ່ງຍ່າງດ້ວຍຄວາມລະວັງ
17:12
because you tread on my dreams."
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ເພາະເຈົ້າກຳລັງຍ່າງຢູ່ເທິງຄວາມຝັນຂອງຂ້ອຍ.”
17:15
And every day, everywhere,
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ແລະ ທຸກໆມື້, ທຸກໆບ່ອນ,
17:18
our children spread their dreams beneath our feet.
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ລູກຫຼານຂອງເຮົາປູຄວາມຝັນຂອງເຂົາຢູ່ປາຍຕີນເຮົາ.
17:21
And we should tread softly.
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ພວກເຮົາຄວນຍ່າງດ້ວຍຄວາມລະວັງ.
17:24
Thank you.
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ຂໍຂອບໃຈ.
17:26
(Applause)
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(ຕົບມື)
17:43
Thank you very much.
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ຂໍຂອບໃຈຫຼາຍໆ.
Translated by Vilayphone Choulamany
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