TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sers Kens Robinsons: Sāksim mācīšanās revolūciju!
Filmed:
Readability: 3.4
9,209,583 views
Šajā aizrautīgajā un smieklīgajā 2006. gada daudzinātās runas turpinājumā Sers Kens Robinsons aicina uz radikālu pāreju skolās no centralizētas uz individualizētu apmācību, kurā tiek nodrošināti apstākļi, kuros var attīstīties bērnu iedzimtie talanti.
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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Es biju šeit pirms četriem gadiem,
00:15
and I remember, at the time,
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un atceros, ka tajā laikā
00:17
that the talks weren't put online.
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runas nepublicēja tīmeklī.
00:20
I think they were given to TEDsters in a box,
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Šķiet, tās ielika kastē, kastēs ar DVD,
00:24
a box set of DVDs,
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un atdeva TEDeriem,
00:26
which they put on their shelves, where they are now.
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kuras viņi nolika plauktos, kur tās stāv vēl joprojām.
00:29
(Laughter)
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(Smiekli)
00:31
And actually, Chris called me
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Īstenībā nedēļu pēc manas uzstāšanās
00:33
a week after I'd given my talk
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Kriss man piezvanīja un teica:
00:35
and he said, "We're going to start putting them online.
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„Mēs sāksim publicēt runas tīmeklī.
00:37
Can we put yours online?" And I said, "Sure."
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Vai mēs drīkstam publicēt tavu runu?” „Protams,” es atbildēju.
00:40
And four years later,
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Četru gadu laikā,
00:42
as I said, it's been seen by four ...
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kā jau es teicu, to ir noskatījušies četri ...
00:44
Well, it's been downloaded four million times.
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Nu, tā ir lejuplādēta četrus miljonus reižu.
00:47
So I suppose you could multiply that by 20 or something
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Es pieņemu, lai noteiktu, cik cilvēku to ir redzējuši,
00:50
to get the number of people who've seen it.
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varat to pareizināt ar apmēram 20.
00:52
And, as Chris says, there is a hunger
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Kriss saka, ka cilvēki ir izsalkuši
00:56
for videos of me.
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redzēt manu video.
00:58
(Laughter)
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(Smiekli)
01:01
(Applause)
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(Aplausi)
01:06
... don't you feel?
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... nu, vai redzat?
01:07
(Laughter)
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(Smiekli)
01:12
So, this whole event has been an elaborate build-up
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Viss šis pasākums ir smalki ieplānots,
01:15
to me doing another one for you, so here it is.
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lai mani jums atkal parādītu. Te nu es esmu.
01:19
(Laughter)
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(Smiekli)
01:22
Al Gore spoke
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Als Gors pirms četriem gadiem
01:24
at the TED conference I spoke at four years ago
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tajā pašā TED konferencē, kurā uzstājos es,
01:27
and talked about the climate crisis.
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runāja par klimata krīzi.
01:29
And I referenced that
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Uz to es atsaucos savas
01:31
at the end of my last talk.
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iepriekšējās runas beigās.
01:33
So I want to pick up from there
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Tāpēc savu šodienas runu es sākšu tur,
01:35
because I only had 18 minutes, frankly.
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kur beidzu iepriekšējo, jo, atklāti sakot, man bija dotas tikai 18 minūtes.
01:38
So, as I was saying...
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Tātad kā jau teicu...
01:40
(Laughter)
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(Smiekli)
01:48
You see, he's right.
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Skaidrs, ka viņam ir taisnība.
01:50
I mean, there is a major climate crisis, obviously,
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Mums nepārprotami ir nopietna klimata krīze.
01:53
and I think if people don't believe it, they should get out more.
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Ja nu kāds tam netic, viņam biežāk vajadzētu doties laukā.
01:56
(Laughter)
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(Smiekli)
01:59
But I believe there's a second climate crisis,
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Taču es uzskatu, mums ir vēl otra klimata krīze,
02:03
which is as severe,
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kas ir tikpat nopietna,
02:05
which has the same origins,
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un ar to pašu izcelsmi
02:08
and that we have to deal with with the same urgency.
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un ar to ir jācīnās tikpat neatliekami.
02:11
And I mean by this --
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Ar to es domāju,
02:13
and you may say, by the way, "Look, I'm good.
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jūs varat teikt: „Nu gan labais!
02:15
I have one climate crisis;
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Man jau ir viena klimata krīze.
02:17
I don't really need the second one."
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Man nav vajadzīga vēl otra.”
02:20
But this is a crisis of, not natural resources --
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Taču tā ir nevis dabas resursu krīze,
02:22
though I believe that's true --
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bet tomēr tā ir īsta,
02:25
but a crisis of human resources.
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tā ir cilvēku resursu krīze.
02:27
I believe fundamentally,
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Līdz sirds dziļumiem es ticu,
02:29
as many speakers have said during the past few days,
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kā to jau ir norādījuši vairāki pēdējo dienu runātāji,
02:31
that we make very poor use
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ka mēs ļoti slikti izmantojam
02:34
of our talents.
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savas dotības.
02:37
Very many people go through their whole lives
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Ļoti daudzi cilvēki nodzīvo visu savu mūžu
02:39
having no real sense of what their talents may be,
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tā arī nesaprotot, kāds varētu būt viņu talants,
02:42
or if they have any to speak of.
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par ko būtu vērts runāt.
02:44
I meet all kinds of people
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Esmu sastapis dažnedažādus cilvēkus,
02:46
who don't think they're really good at anything.
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kuri uzskata, ka viņiem nekas īpaši nepadodas.
02:50
Actually, I kind of divide the world into two groups now.
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Īstenībā es pasauli dalu divās daļās.
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Izcilais utilitārisma filozofs Džeremijs Bentoms
02:56
once spiked this argument.
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to vienreiz jau izsmēja.
02:58
He said, "There are two types of people in this world:
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Viņš teica, ka „Pasaulē ir divu veidu cilvēki —
03:00
those who divide the world into two types
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tādi, kas pasauli dala divās daļās,
03:02
and those who do not."
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un tādi, kas nedala.”
03:04
(Laughter)
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(Smiekli)
03:09
Well, I do.
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Es dalu.
03:11
(Laughter)
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(Smiekli)
03:16
I meet all kinds of people
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Esmu sastapis visdažādākos cilvēkus,
03:18
who don't enjoy what they do.
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kam nepatīk tas, ko viņi dara.
03:21
They simply go through their lives
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Viņi vienkārši dzīvo savas dzīves
03:23
getting on with it.
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un ar to samierinās.
03:25
They get no great pleasure from what they do.
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Viņi negūst baudu no tā, ko dara.
03:27
They endure it rather than enjoy it
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Viņi to drīzāk iztur, nekā izbauda,
03:30
and wait for the weekend.
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un gaida nedēļas nogali.
03:33
But I also meet people
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Taču esmu arī saticis cilvēkus,
03:35
who love what they do
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kuriem patīk tas, ko dara,
03:37
and couldn't imagine doing anything else.
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un kuri nespēj sevi iedomāties darām ko citu.
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Ja jūs viņiem teiktu: „Pārstājiet to darīt,” viņi nesaprastu, par ko jūs runājat.
03:42
Because it isn't what they do, it's who they are. They say,
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Jo tas nav tas, ko viņi dara. Tas ir tas, kas viņi ir.
03:45
"But this is me, you know.
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Viņi saka: „Bet tas esmu es.
03:47
It would be foolish for me to abandon this, because
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Man būtu muļķīgi to pamest,
03:49
it speaks to my most authentic self."
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jo tā es sevi varu izteikt vislabāk.”
03:51
And it's not true of enough people.
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Tas nav spēkā pietiekami daudziem cilvēkiem.
03:54
In fact, on the contrary, I think
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Patiesībā es domāju, ka ir tieši otrādi,
03:56
it's still true of a minority of people.
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un tādi cilvēki noteikti ir mazākums.
03:58
I think there are many
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Manuprāt,
04:00
possible explanations for it.
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tam ir daudzi iespējamie izskaidrojumi.
04:02
And high among them
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Viens no tiem
04:04
is education,
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ir izglītība,
04:06
because education, in a way,
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jo izglītība savā veidā
04:08
dislocates very many people
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ļoti daudzus cilvēkus attālina
04:10
from their natural talents.
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no viņu iedzimtajām spējām.
04:12
And human resources are like natural resources;
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Cilvēku resursi ir kā dabas resursi,
04:15
they're often buried deep.
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parasti tie ir dziļi noslēpti.
04:17
You have to go looking for them,
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Jums tie ir jāmeklē.
04:19
they're not just lying around on the surface.
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Tie nemētājas vienkārši apkārt.
04:21
You have to create the circumstances where they show themselves.
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Jums ir jārada apstākļi, kuros tie var atklāties.
04:24
And you might imagine
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Jums varētu šķist,
04:26
education would be the way that happens,
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ka izglītība ir tas, kas ļauj tam notikt,
04:28
but too often it's not.
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taču pārāk bieži tā nav.
04:30
Every education system in the world
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Visas pasaules izglītības sistēmas
04:32
is being reformed at the moment
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šobrīd tiek reformētas,
04:34
and it's not enough.
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taču ar to nepietiek.
04:36
Reform is no use anymore,
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Reformas vairs nestrādā,
04:38
because that's simply improving a broken model.
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jo ar tām vienkārši cenšas uzlabot greizu sistēmu.
04:41
What we need --
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Mums nepieciešams,
04:43
and the word's been used many times during the course of the past few days --
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pēdējās dienās tas ir ticis atkārtots daudzas reizes,
04:45
is not evolution,
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nav evolūcija,
04:47
but a revolution in education.
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bet gan izglītības revolūcija.
04:50
This has to be transformed
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Tā ir jāpārveido
04:52
into something else.
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par kaut ko citu.
04:54
(Applause)
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(Aplausi)
05:00
One of the real challenges
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Viens no patiesajiem izaicinājumiem
05:02
is to innovate fundamentally
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ir izglītības pamatsistēmas
05:04
in education.
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atjaunošana.
05:06
Innovation is hard
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Ieviest ko jaunu ir sarežģīti,
05:08
because it means doing something
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jo tas nozīmē darīt ko tādu,
05:10
that people don't find very easy, for the most part.
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ko cilvēki neuzskata par viegli veicamu.
05:12
It means challenging what we take for granted,
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Tas nozīmē, pārvērtēt to, ko mēs uzskatām par pašsaprotamu,
05:15
things that we think are obvious.
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par acīmredzamu.
05:18
The great problem for reform
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Lielākā reformu
05:20
or transformation
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vai reorganizāciju problēma
05:22
is the tyranny of common sense;
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ir veselā saprāta tirānija,
05:24
things that people think,
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tās ir lietas, kuras cilvēki uzskata, ka
05:26
"Well, it can't be done any other way because that's the way it's done."
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„Nevar darīt citādāk, jo tā tās vienkārši dara.”
05:28
I came across a great quote recently from Abraham Lincoln,
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Nesen es lasīju lielisku Ābrama Linkolna citātu,
05:31
who I thought you'd be pleased to have quoted at this point.
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kuru, manuprāt, jūs šajā brīdī noteikti ar prieku uzklausīsiet.
05:34
(Laughter)
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(Smiekli)
05:36
He said this in December 1862
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Viņš to teica 1862. gada decembrī
05:39
to the second annual meeting of Congress.
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otrajā ikgadējā kongresa sēdē.
05:43
I ought to explain that I have no idea what was happening at the time.
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Man jāatzīst, ka man nav ne jausmas, kas tajā laikā notika.
05:48
We don't teach American history in Britain.
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Mums Lielbritānijā nemāca ASV vēsturi.
05:50
(Laughter)
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(Smiekli)
05:52
We suppress it. You know, this is our policy.
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Mēs to apspiežam. Jūs zināt, tā ir mūsu politika.
05:55
(Laughter)
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(Smiekli)
05:58
So, no doubt, something fascinating was happening in December 1862,
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Pilnīgi noteikti 1862. gada decembrī notika kaut kas īpašs,
06:00
which the Americans among us
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par ko klātesošajiem amerikāņiem
06:02
will be aware of.
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kaut kas ir zināms.
06:05
But he said this:
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Tātad viņš teica:
06:07
"The dogmas
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„Klusās pagātnes
06:09
of the quiet past
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dogmas
06:11
are inadequate to the stormy present.
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ir neatbilstošas vētrainai šodienai.
06:14
The occasion
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Situācija
06:16
is piled high with difficulty,
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ir sarežģījumiem pārpilna
06:18
and we must rise with the occasion."
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un mums ar to ir jāaug.”
06:21
I love that.
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Man patīk.
06:23
Not rise to it, rise with it.
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Nevis jāaug „uz to”, bet „ar to”.
06:27
"As our case is new,
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„Tā kā mūsu gadījums ir jauns,
06:29
so we must think anew
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mums arī jādomā pa jaunam
06:32
and act anew.
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un jārīkojas pa jaunam.
06:35
We must disenthrall ourselves,
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Mums sevi jāatsvabina,
06:38
and then we shall save our country."
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un tad mēs izglābsim savu valsti.”
06:41
I love that word, "disenthrall."
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Man patīk šis vārds „atsvabināt”.
06:43
You know what it means?
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Vai zināt, ko tas nozīmē?
06:45
That there are ideas that all of us are enthralled to,
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Ir idejas, kuras ir mūs pārņēmušas,
06:48
which we simply take for granted
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kuras mēs uztveram kā pašsaprotamas,
06:50
as the natural order of things, the way things are.
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kā dabisko lietu kārtību, kā lietu dabu.
06:52
And many of our ideas
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Daudzas no mūsu zināšanām
06:54
have been formed, not to meet the circumstances of this century,
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ir veidojušās laikā, kas bija paredzētas iepriekšējam
06:57
but to cope with the circumstances of previous centuries.
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un vairs neatbilst mūsu gadsimtam.
07:00
But our minds are still hypnotized by them,
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Taču mūsu prāti vēl arvien ir ar tām apmāti,
07:02
and we have to disenthrall ourselves of some of them.
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un mums no dažām no tām ir jāatsvabinās.
07:05
Now, doing this is easier said than done.
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To pateikt ir vieglāk, nekā izdarīt.
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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Starp citu, ļoti grūti ir saprast, ko mēs pieņemam kā pašsaprotamu.
07:11
And the reason is that you take it for granted.
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Jo mēs to pieņemam par pašsaprotamu. (Smiekli)
07:14
So let me ask you something you may take for granted.
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Es jums pajautāšu kaut ko, ko jūs varat uzskatīt par pašsaprotamu.
07:17
How many of you here are over the age of 25?
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Cik no jums ir vecāki par 25 gadiem?
07:20
That's not what I think you take for granted,
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Tas nav jāuzskata par pašsaprotamu.
07:22
I'm sure you're familiar with that already.
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Esmu pārliecināts, ka to jūs jau saprotat.
07:24
Are there any people here under the age of 25?
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Vai šeit ir kāds, kam vēl nav 25 gadi?
07:27
Great. Now, those over 25,
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Labi. Tagad tie, kam ir pāri 25,
07:30
could you put your hands up if you're wearing your wristwatch?
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paceliet roku, ja nēsājat rokas pulksteni.
07:33
Now that's a great deal of us, isn't it?
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Diezgan liela daļa no mums, vai ne?
07:36
Ask a room full of teenagers the same thing.
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Pajautājiet to telpā, kas pilna ar pusaudžiem.
07:39
Teenagers do not wear wristwatches.
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Pusaudži nenēsā rokas pulksteņus.
07:41
I don't mean they can't or they're not allowed to,
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Es ar to nedomāju, ka viņi nevar vai viņiem nav atļauts,
07:43
they just often choose not to.
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viņi vienkārši parasti izvēlas nenēsāt.
07:45
And the reason is, you see, that we were brought up
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Iemesls ir tas, ka mēs, kam ir virs 25,
07:47
in a pre-digital culture, those of us over 25.
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augām pirms digitālās kultūras.
07:50
And so for us, if you want to know the time
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Mums, ja vēlējāmies zināt, cik ir pulkstenis,
07:52
you have to wear something to tell it.
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vajadzēja kaut ko nēsāt sev līdzi, lai to uzzinātu.
07:54
Kids now live in a world which is digitized,
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Tagadējie bērni dzīvo digitalizētā pasaulē,
07:57
and the time, for them, is everywhere.
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un laiks viņiem ir visapkārt.
07:59
They see no reason to do this.
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Viņi neredz vajadzību to darīt.
08:01
And by the way, you don't need to do it either;
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Starp citu, arī jums tas nav nepieciešams,
08:03
it's just that you've always done it and you carry on doing it.
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jūs tikai visu laiku to esat darījuši un turpināt to darīt.
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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Mana meita Keita, kurai ir 20 gadi, nekad nav nēsājusi pulksteni.
08:09
She doesn't see the point.
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Viņa neredz tam jēgu.
08:11
As she says, "It's a single function device."
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Viņa saka, ka: „Tā ir ierīce ar tikai vienu funkciju.”
08:14
(Laughter)
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(Smiekli)
08:19
"Like, how lame is that?"
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„Vai tas nav tizli?”
08:22
And I say, "No, no, it tells the date as well."
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Bet es atbildu: „Nē, nē, tas rāda arī datumu.”
08:24
(Laughter)
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(Smiekli)
08:29
"It has multiple functions."
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„Tam ir vairākas funkcijas.”
08:32
But, you see, there are things we're enthralled to in education.
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Līdzīgi ieradumi mūs ir pārņēmuši izglītībā.
08:35
Let me give you a couple of examples.
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Minēšu jums vēl dažus piemērus.
08:37
One of them is the idea of linearity:
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Viens no tiem ir linearitātes princips,
08:40
that it starts here and you go through a track
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kaut kas sākas šeit, un jūs virzāties uz priekšu pa sliedēm,
08:43
and if you do everything right, you will end up
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un, ja visu izdarīsiet pareizi, tad beigsiet
08:45
set for the rest of your life.
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ar sakārtotu visu atlikušo dzīvi.
08:49
Everybody who's spoken at TED has told us implicitly,
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Katrs, kas ir uzstājies TED, mums netieši ir pateicis,
08:51
or sometimes explicitly, a different story:
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un dažkārt pat tieši, pilnīgi pretējo.
08:54
that life is not linear; it's organic.
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Ka dzīve nav lineāra, tā ir organiska.
08:57
We create our lives symbiotically
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Mēs savas dzīves veidojam simbiotiski
08:59
as we explore our talents
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atklājot savus talantus
09:01
in relation to the circumstances they help to create for us.
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atkarībā no apstākļiem, kas palīdz mums tos veidot.
09:04
But, you know, we have become obsessed
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Taču tomēr mēs esam apsēsti
09:06
with this linear narrative.
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ar šo lineāro stāstu.
09:08
And probably the pinnacle for education
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Un to, ka izglītības virsotne,
09:10
is getting you to college.
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ir iestāšanās koledžā.
09:12
I think we are obsessed with getting people to college.
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Uzskatu, ka esam apsēsti ar cilvēku sūtīšanu koledžā,
09:15
Certain sorts of college.
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dažāda veida koledžās.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Es ar to nesaku, ka jums nebūtu jāstājas koledžās, bet tas nav jādara visiem,
09:19
and not everybody needs to go now.
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un visiem nav jāiet tagad.
09:21
Maybe they go later, not right away.
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Iespējams, ka viņi var iet vēlāk, bet ne tagad.
09:23
And I was up in San Francisco a while ago
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Nesen es biju Sanfrancisko
09:25
doing a book signing.
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parakstīt grāmatas.
09:27
There was this guy buying a book, he was in his 30s.
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Grāmatu pirka viens 30-gadnieks.
09:29
And I said, "What do you do?"
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Es viņam vaicāju: „Ar ko jūs nodarbojaties?”
09:31
And he said, "I'm a fireman."
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„Esmu ugunsdzēsējs,” viņš atbildēja.
09:34
And I said, "How long have you been a fireman?"
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„Cik ilgi esat ugunsdzēsējs?” es vaicāju.
09:36
He said, "Always. I've always been a fireman."
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Viņš atbildēja: „Vienmēr esmu bijis ugunsdzēsējs.”
09:38
And I said, "Well, when did you decide?"
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Es vaicāju: „Un kad jūs to sapratāt?”
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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Viņš atbildēja: „Kā bērns. Patiesībā skolā tas man sagādāja grūtības,
09:43
because at school, everybody wanted to be a fireman."
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jo skolā visi vēlējās būt par ugunsdzēsējiem.”
09:46
He said, "But I wanted to be a fireman."
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„Bet es patiešām vēlējos būt ugunsdzēsējs,” viņš turpināja
09:49
And he said, "When I got to the senior year of school,
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„Kad es gāju pēdējā klasē,
09:52
my teachers didn't take it seriously.
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mani skolotāji to neuztvēra nopietni.
09:55
This one teacher didn't take it seriously.
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It sevišķi viens skolotājs.
09:57
He said I was throwing my life away
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Viņš teica, ka, ja tas ir viss, ko es vēlos darīt,
09:59
if that's all I chose to do with it;
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tad es izniekošu savu dzīvi,
10:01
that I should go to college, I should become a professional person,
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ka man būtu jādodas uz koledžu un jākļūst par speciālistu,
10:04
that I had great potential
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jo manī esot liels potenciāls,
10:06
and I was wasting my talent to do that."
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ko es to izniekošot, ja to nedarīšu.”
10:08
And he said, "It was humiliating because
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Viņš teica: „Tas bija pazemojoši,
10:10
he said it in front of the whole class and I really felt dreadful.
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jo viņš to pateica visas klases priekšā, un es jutos patiesi šausmīgi.
10:12
But it's what I wanted, and as soon as I left school,
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Bet es to vēlējos, un kad pabeidzu skolu,
10:14
I applied to the fire service and I was accepted."
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es pieteicos ugunsdzēsējos un mani pieņēma.”
10:17
And he said, "You know, I was thinking about that guy recently,
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Viņš turpināja: „Ziniet, es nesen par šo vīru domāju,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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jums pirms dažām minūtēm pieminot šo skolotāju.
10:22
he said, "because six months ago,
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Jo pirms pusgada
10:24
I saved his life."
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es izglābu viņa dzīvību.”
10:26
(Laughter)
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(Smiekli)
10:28
He said, "He was in a car wreck,
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Puisis teica: „Viņš bija sadauzītā mašīnā,
10:30
and I pulled him out, gave him CPR,
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un es viņu izvilku no tās un veicu viņam sirds masāžu,
10:33
and I saved his wife's life as well."
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un izglābu arī viņa sievas dzīvību."
10:36
He said, "I think he thinks better of me now."
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Viņš turpināja: „Ceru, ka nu viņš ir labākās domās par mani.”
10:38
(Laughter)
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(Smiekli)
10:40
(Applause)
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(Aplausi)
10:46
You know, to me,
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Ziniet, man šķiet, ka
10:48
human communities depend upon
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cilvēku kopienas ir atkarīgas
10:50
a diversity of talent,
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no talantu daudzveidības,
10:52
not a singular conception of ability.
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nevis no vienveidīgi novērtētām spējām.
10:55
And at the heart of our challenges --
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Mūsu izaicinājumu pamatā...
10:57
(Applause)
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(Aplausi)
10:59
At the heart of the challenge
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Mūsu izaicinājumu pamatā
11:01
is to reconstitute our sense of ability
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ir mūsu spēju un inteliģences
11:03
and of intelligence.
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vērtējuma izmainīšana.
11:05
This linearity thing is a problem.
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Problēma ir šī linearitāte.
11:07
When I arrived in L.A.
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Kad es pirms apmēram deviņiem gadiem
11:09
about nine years ago,
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ierados Losandželosā,
11:11
I came across a policy statement --
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es ierados ar ļoti labiem nodomiem
11:14
very well-intentioned --
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sludināju ideju:
11:16
which said, "College begins in kindergarten."
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„Koledža sākas bērnudārzā.”
11:21
No, it doesn't.
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Nē, nesākas gan.
11:23
(Laughter)
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(Smiekli)
11:26
It doesn't.
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Tā nesākas.
11:28
If we had time, I could go into this, but we don't.
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Ja mums būtu laiks, mēs tajā iedziļinātos.
11:31
(Laughter)
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(Smiekli)
11:33
Kindergarten begins in kindergarten.
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Bērnudārzs sākas ar bērnudārzu.
11:35
(Laughter)
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(Smiekli)
11:37
A friend of mine once said,
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Mans draugs reiz teica:
11:39
"You know, a three year-old is not half a six year-old."
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„Zini, trīsgadīgs nav puse no sešgadīga.”
11:42
(Laughter)
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(Smiekli)
11:44
(Applause)
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(Aplausi)
11:49
They're three.
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Viņš ir trīsgadīgs.
11:51
But as we just heard in this last session,
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Taču kā jau mēs dzirdējām pēdējā sesijā,
11:53
there's such competition now to get into kindergarten --
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tagad, lai iekļūtu bērnudārzā, ir tāds konkurss,
11:56
to get to the right kindergarten --
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lai tiktu pareizajā bērnudārzā,
11:58
that people are being interviewed for it at three.
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ka trīsgadīgus bērnus tāpēc intervē.
12:03
Kids sitting in front of unimpressed panels,
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Bērni sēž pretī neiespaidojamai žūrijai
12:05
you know, with their resumes,
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kas lasa viņu dzīvesgājumu,
12:07
(Laughter)
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(Smiekli)
12:10
flipping through and saying, "Well, this is it?"
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viņi baksta tajā ar pirkstu un vaicā: „Tas ir viss?”
12:12
(Laughter)
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(Smiekli)
12:14
(Applause)
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(Aplausi)
12:17
"You've been around for 36 months, and this is it?"
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„Tas ir viss, ko esat panācis 36 mēnešos?”
12:20
(Laughter)
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(Smiekli)
12:27
"You've achieved nothing -- commit.
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„Jūs neesat sasniedzis pilnīgi neko.
12:30
Spent the first six months breastfeeding, the way I can see it."
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Cik es noprotu, pirmos sešus mēnešus esat tikai ēdis no krūts.”
12:33
(Laughter)
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(Smiekli)
12:38
See, it's outrageous as a conception, but it [unclear].
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Redzat, ideja ir briesmīga, bet tā pievelk cilvēkus.
12:41
The other big issue is conformity.
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Otra liela nelaime ir vienveidīgums.
12:43
We have built our education systems
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Mēs savas izglītības sistēmas esam izveidojuši
12:45
on the model of fast food.
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pēc ātrās ēdināšanas principiem.
12:47
This is something Jamie Oliver talked about the other day.
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Nesen par to runāja Džeimijs Olivers.
12:50
You know there are two models of quality assurance in catering.
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Jūs zināt, ka ēdināšanā pastāv divi kvalitātes nodrošināšanas veidi.
12:52
One is fast food,
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Viens ir ātrā ēdināšana,
12:54
where everything is standardized.
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kur viss ir standartizēts.
12:56
The other are things like Zagat and Michelin restaurants,
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Otrs ir „Zagat” un „Michelin” līdzīgie restorāni,
12:58
where everything is not standardized,
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kur nekas nav standartizēts,
13:00
they're customized to local circumstances.
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bet gan pielāgots vietējiem apstākļiem.
13:02
And we have sold ourselves into a fast food model of education,
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Izglītībā mēs esam pieņēmuši ātrās ēdināšanas modeli
13:05
and it's impoverishing our spirit and our energies
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un tas noplicina mūsu prātu un garu
13:08
as much as fast food is depleting our physical bodies.
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tieši tāpat kā ātrā ēdināšana vājina mūsu miesu.
13:11
(Applause)
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(Aplausi)
13:17
I think we have to recognize a couple of things here.
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Uzskatu, ka mums ir jāsaprot dažas lietas.
13:19
One is that human talent is tremendously diverse.
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Pirmā ir tā, ka cilvēku talanti ir ārkārtīgi dažādi.
13:22
People have very different aptitudes.
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Cilvēkiem ir ļoti dažādas spējas.
13:24
I worked out recently that
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Piemēram,
13:26
I was given a guitar as a kid
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kad es biju bērns, man uzdāvināja ģitāru
13:28
at about the same time that Eric Clapton got his first guitar.
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apmēram tajā pašā vecumā, kad savu pirmo ģitāru ieguva Ēriks Kleptons.
13:32
You know, it worked out for Eric, that's all I'm saying.
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Ziniet, teikšu vien to, ka tas nostrādāja Ērikam.
13:35
(Laughter)
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(Smiekli)
13:37
In a way, it did not for me.
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Taču nenostrādāja man,
13:39
I could not get this thing to work
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jo es nespēju piespiest to skanēt,
13:42
no matter how often or how hard I blew into it.
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lai kā arī es tajā pūtu.
13:44
(Laughter) It just wouldn't work.
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(Smiekli) Tā vienkārši neskanēja.
13:49
But it's not only about that.
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Taču runa nav tikai par to.
13:51
It's about passion.
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Runa ir par aizrautību.
13:53
Often, people are good at things they don't really care for.
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Parasti cilvēkiem izdodas tas, par ko viņi patiesi vēlas.
13:55
It's about passion,
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Runa ir par aizrautību
13:57
and what excites our spirit and our energy.
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un to, kas paceļ mūsu garu un enerģiju.
14:00
And if you're doing the thing that you love to do, that you're good at,
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Ja jūs darāt to, kas jums patīk, jūs darāt to labi,
14:03
time takes a different course entirely.
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un dod pavisam citus rezultātus.
14:06
My wife's just finished writing a novel,
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Mana sieva tikko beidza rakstīt romānu,
14:09
and I think it's a great book,
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manuprāt, tā ir lieliska grāmata,
14:11
but she disappears for hours on end.
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taču uz beigām viņa pazuda stundām ilgi.
14:14
You know this, if you're doing something you love,
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Jūs to zināt, ja darāt to, ko vēlaties,
14:16
an hour feels like five minutes.
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četras stundas šķiet kā piecas minūtes.
14:19
If you're doing something that doesn't resonate with your spirit,
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Ja darāt to, kas neatbilst jūsu garam,
14:21
five minutes feels like an hour.
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piecas minūtes šķiet kā stunda.
14:23
And the reason so many people are opting out of education
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Iemesls tam, ka tik daudzi cilvēki nepabeidz mācības,
14:26
is because it doesn't feed their spirit,
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ir tas, ka tās neatbilst viņu garam,
14:28
it doesn't feed their energy or their passion.
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tas nerada viņos pacilātību vai aizrautību.
14:31
So I think we have to change metaphors.
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Manuprāt, mums ir jāmaina principi.
14:34
We have to go from what is essentially an industrial model of education,
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Tagad mums ir rūpnieciskais apmācības modelis,
14:37
a manufacturing model,
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ražošanas modelis,
14:39
which is based on linearity
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kas balstās uz linearitāti,
14:41
and conformity and batching people.
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vienveidību un cilvēku masu apstrādi.
14:44
We have to move to a model
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Mums ir jāpāriet uz modeli,
14:46
that is based more on principles of agriculture.
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kas vairāk balstās uz lauksaimniecības principiem.
14:49
We have to recognize that human flourishing
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Mums ir jāsaprot, ka cilvēku audzināšana
14:52
is not a mechanical process;
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nav mehānisks process,
14:54
it's an organic process.
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tas ir organisks process.
14:56
And you cannot predict the outcome of human development.
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Jūs nevarat paredzēt cilvēku attīstības iznākumu.
14:59
All you can do, like a farmer,
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Viss ko jūs varat, ir kā zemniekam
15:01
is create the conditions under which
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nodrošināt apstākļus, kuros
15:03
they will begin to flourish.
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cilvēki sāk attīstīties.
15:05
So when we look at reforming education and transforming it,
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Tādēļ, mums lūkojoties uz izglītības pārveidi,
15:08
it isn't like cloning a system.
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tā nav sistēmas klonēšana.
15:11
There are great ones, like KIPP's; it's a great system.
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Ir tādas lieliskas sistēmas kā KIPP, tā ir lieliska sistēma.
15:13
There are many great models.
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Ir daudzi lieliski apmācības modeļi.
15:15
It's about customizing to your circumstances
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Runa ir par to pielāgošanu jūsu apstākļiem
15:18
and personalizing education
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un izglītības personalizēšanu
15:20
to the people you're actually teaching.
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atbilstoši tiem cilvēkiem, kurus jūs mācat.
15:22
And doing that, I think,
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Tā darīšana, manuprāt,
15:24
is the answer to the future
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ir atbilde mūsu nākotnei,
15:26
because it's not about scaling a new solution;
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jo runa nav par risinājuma izplatīšanu,
15:29
it's about creating a movement in education
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bet gan par izglītības kustības izveidi,
15:31
in which people develop their own solutions,
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kurā cilvēki, balstoties uz ārēju palīdzību un piemērošanos,
15:34
but with external support based on a personalized curriculum.
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atrod paši savus risinājumus.
15:37
Now in this room,
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Šajā telpā ir cilvēki,
15:39
there are people who represent
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kas pārstāv
15:41
extraordinary resources in business,
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neparastos uzņēmējdarbības, multivides
15:43
in multimedia, in the Internet.
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un Interneta jomas resursus.
15:45
These technologies,
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Šīs tehnoloģijas
15:47
combined with the extraordinary talents of teachers,
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apvienotas ar neparastiem skolotāju talantiem,
15:50
provide an opportunity to revolutionize education.
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dod mums iespēju radīt apvērsumu izglītībā.
15:53
And I urge you to get involved in it
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Es jūs aicinu tajā piedalīties,
15:55
because it's vital, not just to ourselves,
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jo tas ir svarīgi ne tikai mums pašiem,
15:57
but to the future of our children.
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bet arī mūsu bērnu nākotnei.
15:59
But we have to change from the industrial model
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Mums ir jāpāriet no rūpnīcas modeļa
16:01
to an agricultural model,
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uz lauksaimniecības modeli,
16:03
where each school can be flourishing tomorrow.
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kurā katra skola var attīstīties rītdienai.
16:06
That's where children experience life.
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Tā, lai skolēni sajūt dzīvi tur,
16:08
Or at home, if that's where they choose to be educated
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vai arī mājās, ja viņi izvēlas mācīties
16:10
with their families or their friends.
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kopā ar draugiem vai radiniekiem.
16:12
There's been a lot of talk about dreams
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Šī pasākuma pēdējās dienās
16:14
over the course of this few days.
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ir daudz runāts par sapņiem.
16:17
And I wanted to just very quickly ...
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Es vēlos, jums pastāstīt, ka
16:19
I was very struck by Natalie Merchant's songs last night,
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vakar mani ļoti saviļņoja Natālijas Mērčantas dziesmas
16:22
recovering old poems.
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ar vecu dzejoļu tekstiem.
16:24
I wanted to read you a quick, very short poem
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Es vēlos jums nolasīt vienu, iespējams, zināmu,
16:26
from W. B. Yeats, who some of you may know.
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Viljama Batlera dzejoli.
16:29
He wrote this to his love,
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Viņš to rakstīja savai mīlestībai
16:31
Maud Gonne,
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Modai Gonnai,
16:33
and he was bewailing the fact that
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baidoties, ka
16:36
he couldn't really give her what he thought she wanted from him.
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viņš nespēs viņai dot to, ko viņa vēlas.
16:39
And he says, "I've got something else, but it may not be for you."
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Viņš raksta: „Man ir kas cits, bet varbūt tas nav domāts tev."
16:42
He says this:
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Viņš raksta šādi:
16:44
"Had I the heavens' embroidered cloths,
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„Ja būtu man debesu pušķotas drānas,
16:47
Enwrought with gold
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Rakstītas zelta un
16:49
and silver light,
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sidraba gaismā
16:51
The blue and the dim
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Ar zilu un pelēku,
16:53
and the dark cloths
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tumšu un
16:55
Of night and light and the half-light,
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melnu.
16:58
I would spread the cloths under your feet:
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Es noklātu šīs drānas tev pie kājām.
17:01
But I, being poor,
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Bet es būdams nabags,
17:04
have only my dreams;
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varu dot tikai savus sapņus.
17:07
I have spread my dreams under your feet;
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Es klāju tos tev pie kājām.
17:10
Tread softly
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Ej liegi,
17:12
because you tread on my dreams."
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jo tu min manus sapņus.”
17:15
And every day, everywhere,
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Katru dienu pie mūsu kājām
17:18
our children spread their dreams beneath our feet.
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savus sapņus liek mūsu bērni.
17:21
And we should tread softly.
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Mums ir jāiet liegi.
17:24
Thank you.
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Paldies.
17:26
(Applause)
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(Aplausi)
17:43
Thank you very much.
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Liels paldies.
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