TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sir Ken Robinson: Sett i verk læringsrevolusjonen!
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I denne gripende og morsomme oppfølgeren til hans tale i 2006, tar Sir Ken Robinson til orde for å endre den standardiserte skolen til personlig læring, ved å skape forhold der barns naturlige talent får blomstre.
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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Jeg var her for fire år siden.
00:15
and I remember, at the time,
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Jeg husker at på den tiden
00:17
that the talks weren't put online.
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ble ikke foredragene lagt ut på Internett.
00:20
I think they were given to TEDsters in a box,
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Jeg tror de ble gitt til TEDere i en boks,
00:24
a box set of DVDs,
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en DVD-boks,
00:26
which they put on their shelves, where they are now.
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som de la på hylla, hvor de er nå.
00:29
(Laughter)
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(Latter)
00:31
And actually, Chris called me
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Chris ringte meg
00:33
a week after I'd given my talk
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ei uke etter foredraget mitt
00:35
and he said, "We're going to start putting them online.
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og han sa: "Vi skal legge dem ut på nettet,
00:37
Can we put yours online?" And I said, "Sure."
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kan vi legge ut ditt?" "Så klart" svarte jeg.
00:40
And four years later,
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Fire år senere,
00:42
as I said, it's been seen by four ...
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som jeg sa, det har blitt sett av fire ...
00:44
Well, it's been downloaded four million times.
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Vel, det har blitt lastet ned fire millioner ganger.
00:47
So I suppose you could multiply that by 20 or something
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Jeg antar man kan gange det med 20 eller noe
00:50
to get the number of people who've seen it.
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for å få antall seere.
00:52
And, as Chris says, there is a hunger
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Som Chris sier, det er en hunger
00:56
for videos of me.
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etter videoer av meg.
00:58
(Laughter)
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(Latter)
01:01
(Applause)
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(Applause)
01:06
... don't you feel?
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... merkes det ikke?
01:07
(Laughter)
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(Latter)
01:12
So, this whole event has been an elaborate build-up
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Denne begivenheten har vært en stor oppbygging
01:15
to me doing another one for you, so here it is.
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med mitt foredrag for øye, så her er den.
01:19
(Laughter)
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(Latter)
01:22
Al Gore spoke
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Al Gore snakket ved den samme
01:24
at the TED conference I spoke at four years ago
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TED konferansen jeg snakket ved for fire år siden.
01:27
and talked about the climate crisis.
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Han snakket om klimakrisen,
01:29
And I referenced that
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og jeg refererte til det
01:31
at the end of my last talk.
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på slutten av mitt foredrag den gangen.
01:33
So I want to pick up from there
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Så jeg vil fortsette der jeg slapp
01:35
because I only had 18 minutes, frankly.
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for jeg hadde bare 18 minutter, ærlig talt.
01:38
So, as I was saying...
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Så, som jeg sa ...
01:40
(Laughter)
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(Latter)
01:48
You see, he's right.
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Dere skjønner, han har rett.
01:50
I mean, there is a major climate crisis, obviously,
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Jeg mener, det er åpenbart en stor klimakrise.
01:53
and I think if people don't believe it, they should get out more.
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Jeg tror at hvis man ikke tror dette, burde man gå ut oftere.
01:56
(Laughter)
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(Latter)
01:59
But I believe there's a second climate crisis,
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Men jeg tror det er en klimkrise til,
02:03
which is as severe,
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som er like alvorlig,
02:05
which has the same origins,
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med samme opphav [som klimakrisen],
02:08
and that we have to deal with with the same urgency.
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som vi må behandle som like hastende.
02:11
And I mean by this --
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Det jeg mener med dette --
02:13
and you may say, by the way, "Look, I'm good.
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og man kan forresten si: "Vent, jeg har nok.
02:15
I have one climate crisis;
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Jeg har allerede en klimakrise,
02:17
I don't really need the second one."
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jeg trenger virkelig ikke en til."
02:20
But this is a crisis of, not natural resources --
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Men dette er ikke en naturressurskrise,
02:22
though I believe that's true --
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selv om jeg tror det også er sant,
02:25
but a crisis of human resources.
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men en menneskelig ressurskrise.
02:27
I believe fundamentally,
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Jeg tror, fundamentalt,
02:29
as many speakers have said during the past few days,
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som mange andre har nevnt de siste dagene,
02:31
that we make very poor use
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at vi utnytter
02:34
of our talents.
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talentene våre veldig dårlig.
02:37
Very many people go through their whole lives
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Veldig mange mennesker går igjennom livet
02:39
having no real sense of what their talents may be,
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uten å ane hva slags talenter de kan ha,
02:42
or if they have any to speak of.
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eller om de har noen de kan dra nytte av.
02:44
I meet all kinds of people
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Jeg møter alle slags folk
02:46
who don't think they're really good at anything.
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som ikke tror de duger til noe som helst.
02:50
Actually, I kind of divide the world into two groups now.
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Jeg deler på en måte verden i to grupper nå.
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Jeremy Bentham, den store utilitariske filosofen,
02:56
once spiked this argument.
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satte det på spissen en gang.
02:58
He said, "There are two types of people in this world:
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Han sa: "Det finnes to slags mennesker i verden,
03:00
those who divide the world into two types
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de som deler verden i to typer
03:02
and those who do not."
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og de som ikke gjør det."
03:04
(Laughter)
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(Latter)
03:09
Well, I do.
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Vel, jeg gjør det.
03:11
(Laughter)
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(Latter)
03:16
I meet all kinds of people
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Jeg møter alle slags folk
03:18
who don't enjoy what they do.
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som ikke gleder seg over det de gjør.
03:21
They simply go through their lives
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De går simpelten gjennom livet
03:23
getting on with it.
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ved å komme seg videre.
03:25
They get no great pleasure from what they do.
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De har ingen stor glede av det de gjør.
03:27
They endure it rather than enjoy it
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De bare "holder ut" i stedet for å nyte det,
03:30
and wait for the weekend.
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og venter på helgen.
03:33
But I also meet people
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Men jeg møter også mennesker
03:35
who love what they do
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som elsker det de gjør
03:37
and couldn't imagine doing anything else.
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og som ikke kunne forestille seg å gjøre noe annet.
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Hvis du sa til dem: "Ikke gjør dette mer", ville de lure på hva du snakket om.
03:42
Because it isn't what they do, it's who they are. They say,
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For det er ikke hva de gjør, det er hvem de er.
03:45
"But this is me, you know.
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De sier: "Men dette er meg.
03:47
It would be foolish for me to abandon this, because
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Det ville vært dumt av meg å gi opp dette
03:49
it speaks to my most authentic self."
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fordi det gir meg mening."
03:51
And it's not true of enough people.
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Dette er ikke tilfellet for nok mennesker.
03:54
In fact, on the contrary, I think
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Tvert i mot, jeg tror ganske sikkert
03:56
it's still true of a minority of people.
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at dette gjelder et mindretall av mennesker.
03:58
I think there are many
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Og jeg tror det er mange
04:00
possible explanations for it.
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mulige forklaringer til dette.
04:02
And high among them
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Og høyt oppe
04:04
is education,
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er utdannelse.
04:06
because education, in a way,
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For utdannelse villeder
04:08
dislocates very many people
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på en måte veldig mange mennesker
04:10
from their natural talents.
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vekk fra deres naturlige talenter.
04:12
And human resources are like natural resources;
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Og menneskelige ressurser er som naturressurser,
04:15
they're often buried deep.
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de er ofte godt gjemt.
04:17
You have to go looking for them,
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Man må lete etter dem.
04:19
they're not just lying around on the surface.
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De ligger ikke bare på overflaten.
04:21
You have to create the circumstances where they show themselves.
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Man må skape omstendighetene slik at de viser seg.
04:24
And you might imagine
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Og man skulle tro at
04:26
education would be the way that happens,
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utdannelse er måten dette skulle skje på.
04:28
but too often it's not.
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Men altfor ofte er ikke det tilfellet.
04:30
Every education system in the world
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Hvert eneste utdannelsessystem i verden
04:32
is being reformed at the moment
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blir reformert akkurat nå.
04:34
and it's not enough.
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Og det er ikke nok.
04:36
Reform is no use anymore,
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Reform er ubrukelig nå,
04:38
because that's simply improving a broken model.
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fordi det er simpelten å forbedre en mangelfull modell.
04:41
What we need --
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Det vi trenger,
04:43
and the word's been used many times during the course of the past few days --
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og ordene har blitt brukt mange ganger de siste dagene,
04:45
is not evolution,
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er ikke en evolusjon
04:47
but a revolution in education.
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men en revolusjon innen utdannelse.
04:50
This has to be transformed
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Dette må gjøres om
04:52
into something else.
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til noe annet.
04:54
(Applause)
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(Applaus)
05:00
One of the real challenges
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En av de virkelige utfordringene
05:02
is to innovate fundamentally
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er å fornye utdannelse
05:04
in education.
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fra bunnen av.
05:06
Innovation is hard
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Fornying er vanskelig
05:08
because it means doing something
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fordi det innebærer å gjøre noe
05:10
that people don't find very easy, for the most part.
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som man for det meste ikke synes er lett.
05:12
It means challenging what we take for granted,
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Det betyr å utfordre det vi tar for gitt,
05:15
things that we think are obvious.
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det vi mener er åpenbart.
05:18
The great problem for reform
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Problemet med reformer
05:20
or transformation
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eller omgjøringer
05:22
is the tyranny of common sense;
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er tyranniet av sunn fornuft,
05:24
things that people think,
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hva folk tenker.
05:26
"Well, it can't be done any other way because that's the way it's done."
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"Vel, det kan ikke gjøres annerledes, for det er slik det skal gjøres."
05:28
I came across a great quote recently from Abraham Lincoln,
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Jeg kom over et godt sitat nylig fra Abraham Lincoln,
05:31
who I thought you'd be pleased to have quoted at this point.
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som jeg tenkte dere ville like å få siterte nå.
05:34
(Laughter)
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(Latter)
05:36
He said this in December 1862
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Han sa dette i desember 1862 [amerikanske borgerkrigen]
05:39
to the second annual meeting of Congress.
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under det andre årlige kongressmøtet.
05:43
I ought to explain that I have no idea what was happening at the time.
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Jeg må innrømme at jeg ikke aner hva som skjedde på den tiden.
05:48
We don't teach American history in Britain.
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Vi underviser ikke amerikansk historie i Storbritannia.
05:50
(Laughter)
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(Latter)
05:52
We suppress it. You know, this is our policy.
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Vi undertrykker det, det er vår politikk.
05:55
(Laughter)
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(Latter)
05:58
So, no doubt, something fascinating was happening in December 1862,
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Så, ingen tvil, noe fascinerende skjedde desember i 1862,
06:00
which the Americans among us
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som amerikanerne blandt oss
06:02
will be aware of.
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sikkert vet.
06:05
But he said this:
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Han sa dette:
06:07
"The dogmas
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Dogmene
06:09
of the quiet past
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fra den stille fortid
06:11
are inadequate to the stormy present.
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er utilstrekkelige i den stormende nåtid.
06:14
The occasion
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Situasjonen
06:16
is piled high with difficulty,
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er tungt lastet med vanskeligheter
06:18
and we must rise with the occasion."
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og vi må vokse med oppgaven."
06:21
I love that.
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Jeg liker det.
06:23
Not rise to it, rise with it.
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Ikke "vokse mot den", men "vokse med den".
06:27
"As our case is new,
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"Som vår situasjon er ny,
06:29
so we must think anew
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må vi tenke nytt
06:32
and act anew.
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og handle nytt.
06:35
We must disenthrall ourselves,
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Vi må løsrive oss selv,
06:38
and then we shall save our country."
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deretter skal vi redde vårt land.
06:41
I love that word, "disenthrall."
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Jeg liker det ordet, "disenthrall". [løsrive / avfengsle]
06:43
You know what it means?
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Vet dere hva det betyr?
06:45
That there are ideas that all of us are enthralled to,
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At det er idéer som vi alle er fengslet av.
06:48
which we simply take for granted
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som vi simpelten tar for gitt.
06:50
as the natural order of things, the way things are.
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Det er naturlig, det er slik det er.
06:52
And many of our ideas
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Mange av disse idéene er formet,
06:54
have been formed, not to meet the circumstances of this century,
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ikke for å møte forholdene i dette århundret,
06:57
but to cope with the circumstances of previous centuries.
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men for å møte forholdene i fra tidligere århundrer.
07:00
But our minds are still hypnotized by them,
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Våre sinn er fortsatt hypnotisert av dem.
07:02
and we have to disenthrall ourselves of some of them.
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Og vi må løsrive oss fra noen av dem.
07:05
Now, doing this is easier said than done.
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Nå, å gjøre dette er lettere sagt enn gjort.
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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Det er veldig vanskelig å vite hva man tar for gitt,
07:11
And the reason is that you take it for granted.
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nettopp fordi du tar det for gitt.
07:14
So let me ask you something you may take for granted.
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La meg spørre dere om noe dere kanskje tar for gitt.
07:17
How many of you here are over the age of 25?
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Hvor mange av dere er eldre enn 25 år?
07:20
That's not what I think you take for granted,
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Det er ikke hva jeg tror dere tar for gitt,
07:22
I'm sure you're familiar with that already.
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dere er nok kjent med det allerede.
07:24
Are there any people here under the age of 25?
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Er det noen her yngre enn 25 år?
07:27
Great. Now, those over 25,
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Flott. Nå, dere over 25
07:30
could you put your hands up if you're wearing your wristwatch?
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kan dere rekke opp hånda dersom dere har et armbåndsur på dere?
07:33
Now that's a great deal of us, isn't it?
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Det er mange av oss, er det ikke?
07:36
Ask a room full of teenagers the same thing.
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Spør et rom med tenåringer det samme.
07:39
Teenagers do not wear wristwatches.
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Tenåringer bruker ikke armbåndsur.
07:41
I don't mean they can't or they're not allowed to,
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Jeg mener ikke at de ikke kan eller ikke har lov,
07:43
they just often choose not to.
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de velger som regel bare å la være.
07:45
And the reason is, you see, that we were brought up
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Årsaken er, at vi vokste opp i en kultur
07:47
in a pre-digital culture, those of us over 25.
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som ikke var digitalisert. De av oss over 25 år.
07:50
And so for us, if you want to know the time
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Så for oss, hvis du vil vite hva klokka er
07:52
you have to wear something to tell it.
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må du ha på deg noe som forteller deg det.
07:54
Kids now live in a world which is digitized,
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Barn i dag lever i en digitalisert verden,
07:57
and the time, for them, is everywhere.
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der klokker er overalt.
07:59
They see no reason to do this.
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De ser ingen grunn til å ha armbåndsur.
08:01
And by the way, you don't need to do it either;
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Og, dere trenger heller ikke det,
08:03
it's just that you've always done it and you carry on doing it.
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men dere har alltid gjort det, og fortsetter med det.
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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Datteren min Kate, på 20 år, bruker aldri klokke.
08:09
She doesn't see the point.
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Hun ser ikke poenget.
08:11
As she says, "It's a single function device."
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Som hun sier: "Den har bare én eneste funksjon."
08:14
(Laughter)
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(Latter)
08:19
"Like, how lame is that?"
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Som: "hvor dårlig er det?"
08:22
And I say, "No, no, it tells the date as well."
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Og jeg sier: "Nei, nei, den viser datoen også."
08:24
(Laughter)
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(Latter)
08:29
"It has multiple functions."
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"Den har flere funksjoner."
08:32
But, you see, there are things we're enthralled to in education.
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Men dere ser det er ting vi er fengslet av innen utdannelse.
08:35
Let me give you a couple of examples.
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La meg gi dere noen eksempler.
08:37
One of them is the idea of linearity:
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En av dem er idéen om linearitet,
08:40
that it starts here and you go through a track
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at det starter her, du følger en gitt vei,
08:43
and if you do everything right, you will end up
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og hvis du gjør alt riktig ender du opp
08:45
set for the rest of your life.
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med resten av ditt liv fastsatt.
08:49
Everybody who's spoken at TED has told us implicitly,
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Alle som har holdt foredrag ved TED har fortalt oss implisitt
08:51
or sometimes explicitly, a different story:
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og noen ganger eksplisitt, en annen historie,
08:54
that life is not linear; it's organic.
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at livet ikke er lineært, det er organisk.
08:57
We create our lives symbiotically
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Vi skaper våre liv symbiotisk
08:59
as we explore our talents
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mens vi oppdager våre talenter
09:01
in relation to the circumstances they help to create for us.
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i relasjon til omstendighetene de bidrar til å skape for oss.
09:04
But, you know, we have become obsessed
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Men vi har blitt helt besatt
09:06
with this linear narrative.
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av dette lineære forløpet.
09:08
And probably the pinnacle for education
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Og høydepunktet innen utdannelse
09:10
is getting you to college.
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er å komme seg inn på en høgskole.
09:12
I think we are obsessed with getting people to college.
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Jeg tror vi er besatt av å få folk inn på høgskoler,
09:15
Certain sorts of college.
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visse høgskoler.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Jeg mener ikke at man ikke skal ta høyere utdanning, men alle trenger ikke det,
09:19
and not everybody needs to go now.
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og alle trenger ikke å ta det nå.
09:21
Maybe they go later, not right away.
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Man kan ta det senere, man trenger ikke å ta det akkurat nå.
09:23
And I was up in San Francisco a while ago
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Jeg var i San Francisco for en tid tilbake
09:25
doing a book signing.
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i forbindelse med boksignering.
09:27
There was this guy buying a book, he was in his 30s.
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En mann der kjøpte ei bok, han var i 30-årene.
09:29
And I said, "What do you do?"
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Jeg spurte ham: "Hva arbeider du med?"
09:31
And he said, "I'm a fireman."
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Han svarte: "Jeg er brannmann."
09:34
And I said, "How long have you been a fireman?"
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Jeg spurte: "Hvor lenge har du vært brannmann?"
09:36
He said, "Always. I've always been a fireman."
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Han svarte: "Alltid, jeg har alltid vært brannmann."
09:38
And I said, "Well, when did you decide?"
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Jeg spurte: "Vel, når bestemte du deg for det?"
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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"Som barn" svarte han. "Det var faktisk et problem for meg på skolen,
09:43
because at school, everybody wanted to be a fireman."
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for på skolen ville alle bli brannmenn."
09:46
He said, "But I wanted to be a fireman."
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Han sa: "Men jeg ville bli brannmann."
09:49
And he said, "When I got to the senior year of school,
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Han fortsatte: "Da jeg gikk siste år på skolen
09:52
my teachers didn't take it seriously.
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tok ikke lærerene min det på alvor.
09:55
This one teacher didn't take it seriously.
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Denne ene læreren tok det ikke på alvor.
09:57
He said I was throwing my life away
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Han sa jeg kastet bort livet
09:59
if that's all I chose to do with it;
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hvis det var alt jeg ville gjøre med det,
10:01
that I should go to college, I should become a professional person,
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at jeg burde fortsette på skole og få høyere utdanning,
10:04
that I had great potential
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at jeg hadde et stort potensiale og at jeg
10:06
and I was wasting my talent to do that."
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kastet bort talentet mitt dersom jeg ble brannmann."
10:08
And he said, "It was humiliating because
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Og han sa: "Det var ydmykende fordi
10:10
he said it in front of the whole class and I really felt dreadful.
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han sa det foran hele klassen, og jeg følte meg virkelig dårlig.
10:12
But it's what I wanted, and as soon as I left school,
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Men det var det jeg ville, og så snart jeg var ferdig med skolen
10:14
I applied to the fire service and I was accepted."
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søkte jeg meg inn i brannvesenet, og jeg ble tatt inn."
10:17
And he said, "You know, I was thinking about that guy recently,
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Han fortsatte: "Vet du, jeg tenkte på han nylig,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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i stad da du snakket om denne læreren,"
10:22
he said, "because six months ago,
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sa han. "For seks måneder siden,
10:24
I saved his life."
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reddet jeg livet hans."
10:26
(Laughter)
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(Latter)
10:28
He said, "He was in a car wreck,
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Han sa: "Han var i et bilvrak,
10:30
and I pulled him out, gave him CPR,
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jeg dro ham ut og gav han hjerte- og lungeredning.
10:33
and I saved his wife's life as well."
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Jeg reddet livet til kona hans også."
10:36
He said, "I think he thinks better of me now."
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Han sa: "Jeg tror han tenker bedre om meg nå."
10:38
(Laughter)
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(Latter)
10:40
(Applause)
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(Applause)
10:46
You know, to me,
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Slik jeg ser det
10:48
human communities depend upon
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avhenger det menneskelige samfunn
10:50
a diversity of talent,
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av et mangfold av talent,
10:52
not a singular conception of ability.
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ikke en ensidig oppfatning av evne.
10:55
And at the heart of our challenges --
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Og kjernen til våre utfordringer --
10:57
(Applause)
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(Applause)
10:59
At the heart of the challenge
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Hovedutfordringen er
11:01
is to reconstitute our sense of ability
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å få tilbake vår forståelse
11:03
and of intelligence.
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av evner og intelligens.
11:05
This linearity thing is a problem.
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Denne linearitetstingen er et problem.
11:07
When I arrived in L.A.
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Da jeg kom til Los Angeles
11:09
about nine years ago,
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for omlag ni år siden
11:11
I came across a policy statement --
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kom jeg over en politisk uttalelse,
11:14
very well-intentioned --
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veldig vel-menende,
11:16
which said, "College begins in kindergarten."
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som lød: "Høgskolen begynner i barnehagen."
11:21
No, it doesn't.
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Nei, det gjør den ikke.
11:23
(Laughter)
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(Latter)
11:26
It doesn't.
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Den gjør ikke det.
11:28
If we had time, I could go into this, but we don't.
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Hadde vi hatt tid kunne jeg utdypet det, men det har vi ikke.
11:31
(Laughter)
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(Latter)
11:33
Kindergarten begins in kindergarten.
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Barnehagen begynner i barnehagen.
11:35
(Laughter)
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(Latter)
11:37
A friend of mine once said,
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En venn av meg sa en gang:
11:39
"You know, a three year-old is not half a six year-old."
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"En treåring er ikke en halv seksåring."
11:42
(Laughter)
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(Latter)
11:44
(Applause)
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(Applaus)
11:49
They're three.
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De er tre.
11:51
But as we just heard in this last session,
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Men som vi hørte i det siste foredraget,
11:53
there's such competition now to get into kindergarten --
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det er en sånn konkurranse for å komme i barnehage,
11:56
to get to the right kindergarten --
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for å komme i den rette barnehagen,
11:58
that people are being interviewed for it at three.
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at de blir intervjuet for det når de er tre år gamle.
12:03
Kids sitting in front of unimpressed panels,
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Unger som sitter foran ikke-imponerte paneler,
12:05
you know, with their resumes,
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med resyméene sine,
12:07
(Laughter)
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(Latter)
12:10
flipping through and saying, "Well, this is it?"
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som blar igjennom og sier: "Er dette alt?"
12:12
(Laughter)
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(Latter)
12:14
(Applause)
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(Applause)
12:17
"You've been around for 36 months, and this is it?"
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"Du har vært her i 36 måneder, og dette er alt?"
12:20
(Laughter)
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(Latter)
12:27
"You've achieved nothing -- commit.
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"Du har jo ikke oppnådd noen ting.
12:30
Spent the first six months breastfeeding, the way I can see it."
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Brukte det første halvåret til å amme, slik jeg ser det."
12:33
(Laughter)
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(Latter)
12:38
See, it's outrageous as a conception, but it [unclear].
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Det er et opprørende konsept, men det trekker til seg folk.
12:41
The other big issue is conformity.
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Det andre store problemet er samsvar.
12:43
We have built our education systems
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Vi har bygd vårt utdanningssystem
12:45
on the model of fast food.
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etter samme modell som hurtigmat.
12:47
This is something Jamie Oliver talked about the other day.
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Jamie Oliver snakket om dette her forleden.
12:50
You know there are two models of quality assurance in catering.
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Det er to modeller for kvalitetssikring innen matserveringsbransjen.
12:52
One is fast food,
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Den ene er hurtigmat
12:54
where everything is standardized.
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der alt er standardisert.
12:56
The other are things like Zagat and Michelin restaurants,
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Den andre er som Zagat- og Michelinrestauranter,
12:58
where everything is not standardized,
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der alt ikke er standardisert,
13:00
they're customized to local circumstances.
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men tilpasset de lokale forholdene.
13:02
And we have sold ourselves into a fast food model of education,
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Vi har solgt oss selv inn i en hurtigmatmodell innen utdanning,
13:05
and it's impoverishing our spirit and our energies
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og den utarmer vår sjel og energi
13:08
as much as fast food is depleting our physical bodies.
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på lik linje som hurtigmat bryter ned kroppen vår.
13:11
(Applause)
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(Applause)
13:17
I think we have to recognize a couple of things here.
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Jeg tror vi må erkjenne noe her.
13:19
One is that human talent is tremendously diverse.
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For det første at menneskelig talent er enormt mangfoldig.
13:22
People have very different aptitudes.
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Folk har veldig forskjellige ferdigheter.
13:24
I worked out recently that
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Jeg fant nylig ut at
13:26
I was given a guitar as a kid
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jeg fikk en gitar da jeg var barn
13:28
at about the same time that Eric Clapton got his first guitar.
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på omtrent samme tid som Eric Clapton fikk sin første gitar.
13:32
You know, it worked out for Eric, that's all I'm saying.
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Det fungerte for Eric, jeg sier ikke mer.
13:35
(Laughter)
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(Latter)
13:37
In a way, it did not for me.
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Det gjorde det liksom ikke for meg.
13:39
I could not get this thing to work
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Jeg klarte ikke å få den greia til å virke
13:42
no matter how often or how hard I blew into it.
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samme hvor ofte eller hardt jeg blåste i den.
13:44
(Laughter) It just wouldn't work.
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Den ville bare ikke virke.
13:49
But it's not only about that.
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Men det er ikke alt.
13:51
It's about passion.
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Det handler om lidenskap.
13:53
Often, people are good at things they don't really care for.
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Ofte er folk gode til noe de egentlig ikke bryr seg om.
13:55
It's about passion,
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Det handler om lidenskap,
13:57
and what excites our spirit and our energy.
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og hva som pirrer sjelen og energien vår.
14:00
And if you're doing the thing that you love to do, that you're good at,
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Hvis du gjør noe du liker å gjøre, noe du er god til,
14:03
time takes a different course entirely.
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blir tidsbegrepet et helt annet.
14:06
My wife's just finished writing a novel,
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Kona mi skrev ferdig en roman nylig,
14:09
and I think it's a great book,
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og jeg synes det er en god bok,
14:11
but she disappears for hours on end.
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men hun blir borte i timesvis.
14:14
You know this, if you're doing something you love,
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Hvis du gjør noe du elsker
14:16
an hour feels like five minutes.
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føles en time som fem minutter.
14:19
If you're doing something that doesn't resonate with your spirit,
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Hvis du gjør noe som ikke appelerer til sjelen din,
14:21
five minutes feels like an hour.
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føles fem minutter som en time.
14:23
And the reason so many people are opting out of education
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Grunnen til at så mange velger bort utdanning
14:26
is because it doesn't feed their spirit,
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er at den ikke gir næring til deres sjel
14:28
it doesn't feed their energy or their passion.
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eller lidenskap, og det gir dem ingen energi.
14:31
So I think we have to change metaphors.
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Jeg tror vi må endre metaforer.
14:34
We have to go from what is essentially an industrial model of education,
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Vi må gå fra en, essensielt, industriell modell av utdannelse,
14:37
a manufacturing model,
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en produksjonsmodell,
14:39
which is based on linearity
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som er basert på linearitet
14:41
and conformity and batching people.
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og at mennesker skal lages og formes på lik måte.
14:44
We have to move to a model
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Vi må endre dette til en modell
14:46
that is based more on principles of agriculture.
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som er mer basert på prinsippene rundt landbruk.
14:49
We have to recognize that human flourishing
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Vi må innse at menneskelig blomstring
14:52
is not a mechanical process;
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ikke er en mekanisk prosess,
14:54
it's an organic process.
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men en organisk prosess.
14:56
And you cannot predict the outcome of human development.
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Man kan ikke forutsi utfallet av menneskelig utvikling;
14:59
All you can do, like a farmer,
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alt man kan gjør, som en bonde,
15:01
is create the conditions under which
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er å legge forholdene til rette
15:03
they will begin to flourish.
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slik at de vil begynne å blomstre.
15:05
So when we look at reforming education and transforming it,
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Så når vi ser på reformering og omforming av utdannelse,
15:08
it isn't like cloning a system.
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er det ikke som å klone et system.
15:11
There are great ones, like KIPP's; it's a great system.
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Det finnes gode, slik som KIPPs, det er et bra system.
15:13
There are many great models.
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Det er mange gode modeller.
15:15
It's about customizing to your circumstances
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Det handler om tilpassning til din situasjon,
15:18
and personalizing education
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og å personliggjøre utdannelsen
15:20
to the people you're actually teaching.
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til de menneskene du faktisk underviser.
15:22
And doing that, I think,
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Å gjøre det, tror jeg,
15:24
is the answer to the future
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er svaret for framtiden.
15:26
because it's not about scaling a new solution;
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For det handler ikke om å veie ut en ny løsning.
15:29
it's about creating a movement in education
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Det handler om å skape en bevegelse innen utdanning
15:31
in which people develop their own solutions,
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der folk utvikler sine egne løsninger,
15:34
but with external support based on a personalized curriculum.
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men med støtte utenfra basert på en personlig læreplan.
15:37
Now in this room,
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Nå, i dette rommet
15:39
there are people who represent
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er det folk som representerer
15:41
extraordinary resources in business,
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usedvanlige ressurser i næringslivet,
15:43
in multimedia, in the Internet.
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i multimedia og innen internett.
15:45
These technologies,
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Disse teknologiene,
15:47
combined with the extraordinary talents of teachers,
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kombinert med usedvanlig talentrike lærere,
15:50
provide an opportunity to revolutionize education.
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gir oss en mulighet til å revolusjonere utdannelse.
15:53
And I urge you to get involved in it
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Og jeg oppfordrer dere til å engasjere dere
15:55
because it's vital, not just to ourselves,
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for dette er viktig, ikke bare for oss selv,
15:57
but to the future of our children.
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men for framtiden til våre barn.
15:59
But we have to change from the industrial model
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Men vi må gå vekk fra industrimodellen
16:01
to an agricultural model,
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til en landbruksmodell,
16:03
where each school can be flourishing tomorrow.
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der hver eneste skole kan blomstre i morgen.
16:06
That's where children experience life.
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Det er der barn opplever livet.
16:08
Or at home, if that's where they choose to be educated
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Eller hjemme, hvis de velger å utdanne seg
16:10
with their families or their friends.
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i familien eller blant venner.
16:12
There's been a lot of talk about dreams
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Det har vært mye snakk om drømmer
16:14
over the course of this few days.
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i løpet av de siste dagene.
16:17
And I wanted to just very quickly ...
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Jeg vil legge til veldig raskt --
16:19
I was very struck by Natalie Merchant's songs last night,
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Jeg var veldig truffet av Natalie Merchants sanger i går kveld,
16:22
recovering old poems.
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som gjenopptok gamle dikt.
16:24
I wanted to read you a quick, very short poem
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Jeg vil lese et veldig kort dikt
16:26
from W. B. Yeats, who some of you may know.
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av W.B. Yeats, som noen kanskje kjenner til.
16:29
He wrote this to his love,
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Han skrev dette til sin store kjærlighet,
16:31
Maud Gonne,
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Maud Gonne,
16:33
and he was bewailing the fact that
387
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3000
og han bar seg over det faktum at
16:36
he couldn't really give her what he thought she wanted from him.
388
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han ikke kunne gi henne det han trodde hun ville ha av ham.
16:39
And he says, "I've got something else, but it may not be for you."
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Han sa: "Jeg har noe annet, men det er kanskje ikke ment for deg".
16:42
He says this:
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Han sier dette:
16:44
"Had I the heavens' embroidered cloths,
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Hadde jeg himmelens broderte duker,
16:47
Enwrought with gold
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laget av lys
16:49
and silver light,
393
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i sølv og gull,
16:51
The blue and the dim
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De blåe og de dunkle
16:53
and the dark cloths
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og de mørke duker
16:55
Of night and light and the half-light,
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av natt og lys og halvmørket,
16:58
I would spread the cloths under your feet:
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ville jeg spredd dukene under dine føtter.
17:01
But I, being poor,
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Men jeg, fattig som jeg er,
17:04
have only my dreams;
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har bare mine drømmer.
17:07
I have spread my dreams under your feet;
400
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Jeg har spredd mine drømmer under dine føtter.
17:10
Tread softly
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Trå værsomt
17:12
because you tread on my dreams."
402
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for du trår på mine drømmer."
17:15
And every day, everywhere,
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Og hver dag, overalt,
17:18
our children spread their dreams beneath our feet.
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sprer våre barn sine drømmer under våre føtter.
17:21
And we should tread softly.
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Og vi bør trå varsomt.
17:24
Thank you.
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Takk skal dere ha.
17:26
(Applause)
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17:43
Thank you very much.
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Mange takk skal dere ha.
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