TED2006
Sir Ken Robinson: Do schools kill creativity?
केन रबिन्सनका भनाईअनुसार विद्यालयहरूले सिर्जनशीलताको विनाश गर्छन्
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सिर्जनशीलतालाई हुर्काउने (न कि यसको उपेक्षा गर्ने) शिक्षा पद्धति निर्माण गर्ने बारेमा सर केन रबिन्सन एउटा मनोरञ्जक एवं अत्यन्त हृदयस्पर्शी कुरा गर्छन्।
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:24
Good morning. How are you?
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सुभप्रभात। के छ त? सब ठिकठाक, हैन त?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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यी सबै कुराहरूले मलाई अचम्म र हैरान् तुल्यायो।
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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वास्तवमा, म छोडेर जाँदैछु। (हाँसो)©
00:36
(Laughter)
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यहाँ तीन बिषयहरू छन, हैन त,♫
00:42
There have been three themes
running through the conference
running through the conference
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सम्मेलनको तयारी, र यी प्रासङ्गिक पनि छन्
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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मैले भन्न चाहेका कुरासित।¼
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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एउटा चाहिँ मानव सिर्जनशीलताको असाधारण प्रमाण
00:52
in all of the presentations that we've had
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हाम्रामा भएका सबै प्रस्तुतिहरूमा देखिएको छ
00:54
and in all of the people here.
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र यहाँ उपस्थित सबै व्यक्तिहरूमा। मात्र यसको विविधता
00:56
Just the variety of it
and the range of it.
and the range of it.
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र यसको प्रकार। दोस्रो चाहिँ
01:00
The second is
that it's put us in a place
that it's put us in a place
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यसले हामीलाई एउटा यस्तो ठाउँमा पुर्र्याएको छ जहाँ अब अगाडि भविष्यमा के हुँदैछ भन्ने,
01:02
where we have no idea
what's going to happen,
what's going to happen,
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01:04
in terms of the future.
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हामीलाई केहि थाहा छैन। अनि यो
01:06
No idea how this may play out.
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कसरी सकिएला भन्ने केहि थाहा छैन।
01:09
I have an interest in education.
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मलाई शिक्षामा रुचि छ --
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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वास्तवमा, मलाई के लाग्छ भने सबैलाई शिक्षामा रुचि हुन्छ।
तपाईँलाई छैन त? मलाई चाहिँ यो खुब रमाईलो लाग्छ।€
01:15
Don't you?
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01:16
I find this very interesting.
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यदि तपाईँ कुनै रात्रिभोजमा हुनुहुन्छ, र तपाईँले भन्नुभयो कि
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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तपाईँ शिक्षा क्षेत्रमा काम गर्नुहुन्छ --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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वास्तवमा, प्रष्टै छ, यदि तपाईँ शिक्षामा काम गर्नुहुन्छ भने, तपाईं प्राय: भोजमै भेटिनुहुन्न।
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
you're not asked.
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(हाँसो) तपाईंलाई कसैले सोध्दैन।
01:31
(Laughter)
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अनि तपाईँलाई फेरि कसैले सोध्दैन, उत्सुक भएर। त्यो मेरो लागि अचम्मको कुरा हो।
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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तर यदि तपाईँ शिक्षामै काम गर्नुहुन्छ, अनि तपाईँले कसैलाई भन्नुभयो भने,
तपाईँलाई थाहै छ, उनीहरू भन्छन, "तपाईँ के गर्नुहुन्छ?"
01:40
you know, they say, "What do you do?"
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अनि तपाईँ आफू शिक्षामा काम गर्छु भन्नुहुन्छ,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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तपाईँले उनीहरूको अनुहारको रङ्ग हराएको देख्नुहुनेछ। तिनीहरू यस्तो खाले कुरा गर्छन्,
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"हे भगवान," थाहा छ, "मै चाहिँ किन? मेरो साताभरिको यहि एउटा रात्रिभोजमा।" (हाँसो)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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तर यदि तपाईँले उनीहरूको शिक्षाको बारेमा सोध्नुभयो भने,
01:54
But if you ask about their education,
they pin you to the wall.
they pin you to the wall.
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उनीहरूले तपाईँलाई जकड्नेछन्। किनभने यो एउटा त्यस्तो कुरा हो
01:57
Because it's one of those things
that goes deep with people, am I right?
that goes deep with people, am I right?
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जसले मानिसको भित्रसम्म छुन्छ, हैन त?
धर्म, अनि पैसा र अन्य कुराहरू जस्तै।♫
02:01
Like religion, and money and other things.
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मलाई शिक्षामा ठूलो रुचि छ, अनि मलाई लाग्छ हामी सबैलाई छ।
02:04
So I have a big interest in education,
and I think we all do.
and I think we all do.
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यसमा हाम्रो एउटा ठूलो अन्तर्निहित स्वार्थ छ,♪
02:08
We have a huge vested interest in it,
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केहि मात्रामा यसको कारण, शिक्षा नै यस्तो चिज हो जसले
02:10
partly because it's education
that's meant to take us into this future
that's meant to take us into this future
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हामीले ग्रहण गर्न नसक्ने भविष्यमा हामीलाई लैजान्छ।
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
children starting school this year
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एक पटक सोच्नुस त, यस वर्ष विद्यालय शुरु गरेका केटाकेटीहरू
सन २०६५ मा निवृत्त हुनेछन्। कसैलाई थाहा छैन --
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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गएका चार दिनमा यहाँ गरिएका सबै विशेषज्ञहरूका कुराहरूका बावजुद --
02:25
despite all the expertise that's been
on parade for the past four days,
on parade for the past four days,
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यो विश्व पाँच वर्षमा
02:29
what the world will look like
in five years' time.
in five years' time.
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कस्तो देखिनेछ भनेर। तरै पनि हामी
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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उनीहरूलाई त्यसका निम्ति पढाईरहनु पर्दछ। त्यसैले यो अनुमानविहीनता, मलाई लाग्छ,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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अद्भुत किसिमको छ।®
02:36
And the third part of this
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र यसको तेस्रो कुरा के हो भने
02:38
is that we've all agreed, nonetheless,
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जे भएपनि, हामी सबै सहमत छौँ
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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बच्चाहरूसँग हुने साँच्चै अद्भुत क्षमतामा --
02:45
their capacities for innovation.
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उनीहरूको नवीनताको क्षमतामा। मेरो मतलव, हिजो राती सिरेनाले अचम्मै गरिन,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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हैन त? उनले के गर्न सक्दी रहिछन भन्ने हेर्दा त।
02:50
Just seeing what she could do.
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र उनी अपवाद हुन, तर मलाई लाग्छ हैनन,अझ यसरी भनौं,
02:52
And she's exceptional, but I think
she's not, so to speak,
she's not, so to speak,
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02:57
exceptional in the whole of childhood.
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सम्पूर्ण बचपनभरिमै अपवाद।
तपाईँले त्यहाँ देख्नुभएको एउटा असाधारण रुपमा समर्पित व्यक्ति हो
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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जोसँग एउटा प्रतिभा छ। र मेरो असहमति के छ भने,
03:03
who found a talent.
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सबै बच्चाहरूसँग अथाह प्रतिभा हुन्छ।€
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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र हामी ती प्रतिभालाई अत्यन्त निर्ममतापूर्वक नष्ट गर्दिन्छौं।
03:07
And we squander them, pretty ruthlessly.
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त्यसैले म शिक्षाको बारेमा कुरा गर्न चाहन्छु र
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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म सिर्जनशीलताको बारेमा कुरा गर्न चाहन्छु। मेरो धारणा के हो भने
03:13
My contention is that creativity now
is as important in education as literacy,
is as important in education as literacy,
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अहिले शिक्षामा सिर्जनशीलताको महत्व पनि साक्षरताको जत्तिकै छ,
र हामीले यसलाई उत्तिकै महत्वका साथ हेर्नु पर्छ।
03:19
and we should treat it
with the same status.
with the same status.
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(ताली) धन्यवाद। वास्तवमा, मैले भन्न खोजेको त्यहि हो।
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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धेरै धेरै धन्यवाद। (हाँसो) भनेपछि, अब १५ मिनेट बाँकि।
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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अँ, म जन्मेको थिएँ ... अहँ। (हाँसो)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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मैले हालसालै एउटा गज्जबको कथा सुनेँ -- मलाई यो कथा भन्न रमाईलो लाग्छ --
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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चित्रकला कक्षामा बसेकी एउटी सानी नानीको कथा। छ वर्षकी नानी
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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र उनी पछाडि बसेकी थिईन, चित्र कोर्दै,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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शिक्षीकाले भन्थिन कि ती नानीले कुनै कुरामा ध्यान दिन्नथिन,
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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तर यो चित्रकलाको कक्षामा उनले ध्यान दिएकी थिईन।
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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शिक्षीकालाई खुब अचम्म लागेछ र उनको छैउमा गईछन्
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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र भनिछन, "तिमीले के को चित्र बनाई राखेको?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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अनि ती नानीले भनिछन, "म ईश्वरको चित्र बनाउँदैछु।"
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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अनि शिक्षीकाले भनिछन, "तर ईश्वर कस्ता छन भनेर त कसैलाई पनि थाहा छैन।"¼
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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अनि ती नानीले भनिछन, "एक मिनेटपछि सबैले थाहा पाउनेछन।"
04:09
(Laughter)
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(हाँसो)
जब मेरो छोरो बेलायतमा चार वर्षको थियो --
04:20
When my son was four in England --
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वास्तवमा भन्दा, उ जहाँतहिँ चार वर्षकै थियो। (हाँसो)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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यदि ठ्याक्कै भन्ने हो भने, जहाँसुकै गएपनि, उ त्यस वर्ष चार वर्षको थियो।
04:25
(Laughter)
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04:27
If we're being strict about it,
wherever he went, he was four that year.
wherever he went, he was four that year.
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ऊ नेटिभिटी प्लेमा थियो।
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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तपाईँ त्यो कथा सम्झिनुहुन्छ? अहँ, त्यो धेरै लामो थियो।
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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यो लामो कथा थियो। मेल गिब्सनले यसको शृङ्खलै बनाएका छन।♫
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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तपाईँले हेर्नुभएको होला: "नेटिभिटी २।" तर जेम्सले जोसेफको भूमिका पाएको थियो,
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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जसले हामीलाई रोमाञ्चित बनाएको थियो।£
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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हामीले यसलाई एक मुख्य भूमिकाका रुपमा लिएका थियौँ।
अनि त्यहाँ टी-सर्टमा बोलाईएका टन्नै एजेन्टहरूको भिड थियो:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"जेम्स रबिन्सन जोसेफ नै हो!" (हाँसो)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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उसले बोल्नु पर्ने थिएन, तर तपाईँलाई थाहै छ त्यो खण्ड
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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जहाँ तीन राजाहरू आउँछन्। उनीहरूले उपहारहरू लिएर आउँछन्,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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र उनीहरूले सुन, फ्रान्किन्सेन्स र मिर लिएर आउँछन्।
04:59
This really happened.
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यो साच्चैँ नै भयो। हामी त्यहाँ बसिराखेका थियौँ
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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अनि मलाई लाग्छ उनीहरू कथाको क्रमबाट बाहिर गए,
किनभने हामीले पछि त्यो बच्चासँग कुरा गर्दा भन्यौँ,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"तिमीलाई ठिकै लाग्यो त?" अनि उसले भन्यो, "अँ, किन? केहि बिग्र्यो र?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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उनीहरूले बद्लि गरे, त्यत्ति मात्रै हो।
05:09
They just switched.
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जे होस, ती तीनजना केटाहरू आए --
05:10
The three boys came in,
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टाउकामा टावेल राखेका चार वर्षे बच्चाहरू --
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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अनि उनीहरूले ती बक्साहरू भुईँमा राखे,
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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अनि पहिलो केटोले भन्यो, "मैले यहाँको लागि सुन ल्याएको छु।"
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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अनि दोस्रो केटोले भन्यो, "मैले यहाँको लागि मिर ल्याएको छु।"
05:20
And the third boy said, "Frank sent this."
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अनि तेस्रो केटोले भन्यो, "फ्र्याङ्कले पठाएको।" (हाँसो)
05:22
(Laughter)
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05:34
What these things have in common
is that kids will take a chance.
is that kids will take a chance.
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यी कुराहरूमा समानता के छ भने बच्चाहरू अवसर लिईहाल्छन्।
उनीहरूले कुनै कुरा जानेनन भने पनि केहि चाहिँ गरिहाल्छन्।
05:37
If they don't know, they'll have a go.
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हैन त? उनीहरू गलत हुन डराउँदैनन्।
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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अब, मैले भन्न खोजेको कुरा यो हैन कि गलत हुनु र सिर्जनशील हुनु भनेको एकै हो।
05:44
I don't mean to say that being wrong
is the same thing as being creative.
is the same thing as being creative.
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हामीलाई यो थाहा छ कि,
05:48
What we do know is,
if you're not prepared to be wrong,
if you're not prepared to be wrong,
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यदि तपाईँ गलत हुन तयार हुनुहुन्न भने,
05:52
you'll never come up
with anything original --
with anything original --
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तपाईँ कुनै कुरामा कहिल्यै मौलिकता ल्याउन सक्नुहुन्न।
05:54
if you're not prepared to be wrong.
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यदि तपाईँ गलत हुन तयार हुनुहुन्न भने। अनि बच्चाहरू जब बयस्क भईसक्छन्,
05:56
And by the time they get to be adults,
most kids have lost that capacity.
most kids have lost that capacity.
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धेरैजसोले त्यो क्षमता गुमाईसकेका हुन्छन्।
उनीहरू गलत हुनबाट डराउने हुन्छन्।
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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अनि, हामी हाम्रा कम्पनीहरू पनि यसरी नै चलाउँछौँ।®
06:03
And we run our companies like this.
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हामी गल्तीहरूलाई नराम्रो रुपमा हेर्छौँ। अनि हामी अहिले
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
national education systems
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यस्तो प्रकारको राष्ट्रिय शिक्षा पद्धति चलाउँदैछौँ जहाँ
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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गल्ती भनेको तपाईँले गर्नैनहुने सबैभन्दा नराम्रो कुरा हो।
06:12
And the result is that
we are educating people
we are educating people
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र यसको परिणाम भने हामी मानिसलाई उनीहरूको सिर्जनशील क्षमताभन्दा
06:15
out of their creative capacities.
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बाहिर शिक्षा दिईराखेका छौं। पिकासोले एकपटक यसो भनेका थिए।
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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उनले भनेका थिए कि सबै बच्चाहरू जन्मिँदा कलाकार हुन्छन्।
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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समस्या भने हामी बढ्दै जाँदा पनि कलाकारनै रहिरहनु हो। म यसलाई पूर्ण विश्वास गर्छु कि,
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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हामी सिर्जनशीलतातिर बढ्दैनौ,
हामी यसबाट बाहिरतिर बढ्छौँ। अझ भन्दा, हामी यसबाट बाहिर शिक्षित हुन्छौँ।
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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त्यसोभए किन यस्तो छ त?
06:33
So why is this?
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म करिब ५ बर्षअघिसम्म स्ट्र्याटफर्ड-अन-एभनमा बस्थेँ।
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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वास्तवमा, हामी स्ट्र्याटफर्डबाट लस एञ्जलस सरेका हौँ।
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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यसबाट यो परिवर्तन कति सजिलो भयो होला भनेर तपाईँले अनुमान गर्न सक्नुहुन्छ।
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(हाँसो) वास्तवमा,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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हामी एउटा स्निटरफिल्ड भन्ने ठाउँमा बस्थ्यौँ,
स्ट्र्याटफर्डको केहि बाहिर मात्र, जहाँ
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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शेक्सपियरका बाबु जन्मेका थिए। तपाईँ अर्को अचम्ममा पर्नु भयो? म चाहिँ परेको थिएँ है।
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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तपाईँले शेक्सपियरका बाबु पनि थिए भनेर सोच्नुहुन्न, सोच्नुहुन्छ त?
सोच्नु हुन्छ त? किनभने तपाईँ शेक्सपियर
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
of Shakespeare being a child, do you?
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लाई बच्चाको रुपमा सोच्नुहुन्न, हैन त?
07:01
Shakespeare being seven?
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सात वर्षका शेक्सपियर? मैले यो कुरा कहिल्यै सोचेको थिईन। मेरो मतलव, उनी
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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एकपटक सात वर्षका त थिए नि। उनी
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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कसैको अङ्ग्रेजी कक्षामा थिए, हैन त? त्यो कस्तो दिक्कलाग्दो हुन्थ्यो होला?
07:07
(Laughter)
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07:14
How annoying would that be?
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(हाँसो) "अझ कडा परिश्रम गर्नुपर्छ।" उनका बाबुले सुत्न पठाउँदा, क्या त,
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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शेक्सपियरलाई, "जाऊ सुत, चाँडै,"
विलियम शेक्सपियरलाई, "अनि त्यो कलम छोड्दे त।
07:32
And put the pencil down."
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अनि त्यसरी कुरा गर्नु हुँदैन। यसले सबैलाई दोधारमा पार्छ।"
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(हाँसो)
07:42
(Laughter)
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जे होस, हामी स्ट्र्याटफर्डबाट लस एञ्जलस गयौँ,
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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र म, वास्तवमा, त्यो परिवर्तनका बारे एउटा शब्द भन्न चाहन्छु।
07:53
and I just want to say a word
about the transition.
about the transition.
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मेरो छोरो आउन चाहेको थिएन।
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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मेरो दुई बच्चा छन्। ऊ अहिले २१ वर्षको भयो, मेरी छोरी १६ वर्षकी छ।
08:00
He didn't want to come to Los Angeles.
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ऊ लस एञ्जलस आउन चाहेको थिएन। उसलाई यो ठाऊँ मन परेको थियो,
तर बेलायतमा उसकी एकजना प्रेमिका थिई। सेरा, उसको जीवनकी प्रेमिका।
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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ऊसले ऊनलाई चिनेको एकमहिना भएको थियो।
08:08
He'd known her for a month.
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ख्याल गर्नुस, ऊनीहरूले चौथो वार्षिकोत्सव मनाईसकेका थिए,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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किनभने १६ वर्षको हुँदा यो लामो समय हो।©
08:13
because it's a long time when you're 16.
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जे होस, उसले हवाईजहाजमा साँच्चै चित्त दुखाएको थियो,
08:16
He was really upset on the plane,
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अनि उसले भनेको थियो, "मैले सेराजस्तो अर्को केटी कहिल्यै भेटाउने छैन।"
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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अनि हामीलाई भने यो कुराले खुशी लागिराखेको थियो, साँच्चै भन्दा,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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किनभने हामीले देश छोड्नुको मुख्य कारण ऊनी नै थिईन।
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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(हाँसो)
08:34
(Laughter)
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तर जब तपाईँ अमेरीका सर्नुहुन्छ तपाईँलाई केही कुराले छोप्छ
र तपाईँ पृथ्वीमा जहाँ पुग्नुभयो भने पनि:
08:40
But something strikes you
when you move to America
when you move to America
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विश्वका सबै शिक्षा पद्धतिमा उहि प्रकारका विषयगत तहहरू छन्।
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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जुनसुकै ठाउँमा पनि। तपाईँ जहाँ गएपनि केहि फरक पर्दैन।
08:47
Every one. Doesn't matter where you go.
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तपाईँलाई यस्तो हुँदैन जस्तो लाग्ला, तर हैन।
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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माथिल्लो तहमा गणित र भाषाहरू हुन्छन्,
08:51
At the top are mathematics and languages,
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अनि मानविकी, अनि कलाहरू सबैभन्दा तल हुन्छन्।
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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पृथ्वीको जुनसुकै ठाउँमा पनि।
08:56
Everywhere on Earth.
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अनि प्राय:जसो सबै पद्दतिमा पनि,
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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कलाहरूभित्र पनि अझ तहहरू हुन्छन्।¼
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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विद्यालयहरूमा साधारणतया कला र सङ्गीतलाई उपल्लो दर्जा दिईन्छ
त्यसपछि नाटक र नृत्य। यो ग्रहमा एउटा पनि त्यस्तो शिक्षा पद्दति छैन जहाँ
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
system on the planet
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बच्चाहरूलाई हरेक दिन नृत्य सिकाईन्छ
09:07
that teaches dance everyday to children
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हामीले ऊनीहरूलाई गणित पढाएको जस्तै। किन?
09:09
the way we teach them mathematics. Why?
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किन होइन त? मलाई लाग्छ यो कुरा अझ महत्वपूर्ण छ।♫
09:12
Why not? I think this is rather important.
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मलाई लाग्छ गणित एकदमै महत्वपूर्ण हो, तर नृत्यपनि उत्तिकै हो।
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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बच्चाहरूलाई दियो भने जतिबेला पनि नाच्छन, हामी सबै नाच्छौँ।
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
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हामी सबैको शरीर छ, हैन त? मैले केहि विर्शेको त छैन नि?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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09:23
(Laughter)
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(हाँसो) साँचो भन्दा, के हुन्छ भने,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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जब बच्चाहरू बढ्दै जान्छन, हामी ऊनीहरूलाई क्रमिकरुपमा
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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कम्मरदेखि माथितिर पढाउँदै जान्छौँ। अनि त्यसपछि हामी ऊनीहरूको टाउकोमा केन्द्रित हुन्छौँ।
09:31
And then we focus on their heads.
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अनि विस्तारै एउटा भागतिर।
09:33
And slightly to one side.
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यदि तपाईले एउटा वाह्यजीवको रुपमा शिक्षालाई हेर्नुपर्ने भएमा,
09:35
If you were to visit
education, as an alien,
education, as an alien,
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09:38
and say "What's it for, public education?"
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अनि "के का लागि हो, सार्वजनिक शिक्षा?" भनेर भन्नुपर्ने भएमा,
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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मलाई लाग्छ कि तपाईँ निश्कर्षमा पुग्नुहुन्छ -- यदि तपाईँले उत्पादन हेर्नुभयो भने,
यसबाट को को साँच्चै सफल हुन्छन्,
09:43
who really succeeds by this,
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क कसले ऊनीहरूले गर्नुपर्ने सबै कुरा गर्छन्,
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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क कसले सबै अङ्कहरू पाउँछन, कसले जित्छन् --
09:49
I think you'd have to conclude
the whole purpose of public education
the whole purpose of public education
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मलाई लाग्छ तपाईँ यो निष्कर्षमा पुग्नुपर्ने हुन्छ कि सार्वजनिक शिक्षाको सम्पूर्ण उद्देश्य
विश्वभरि नै
09:53
throughout the world
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विश्वविद्यालयका प्राध्यापकहरू उत्पादन गर्नु हो, हैन त?
09:54
is to produce university professors.
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09:56
Isn't it?
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09:57
They're the people who come out the top.
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ऊनीहरू नै हुन जो अग्र स्थानमा आउँछन्।
09:59
And I used to be one, so there.
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अनि म पनि त्यस्तै एकजना थिएँ। (हाँसो)©
10:01
(Laughter)
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अनि मलाई विश्वविद्यालयका प्राध्यापकहरू मन पर्छन, तर तपाईँलाई थाहा छ,
10:04
And I like university
professors, but you know,
professors, but you know,
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10:07
we shouldn't hold them up
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हामीले ऊनीहरूलाई सम्पूर्ण मानव उपलब्धिकै चरमविन्दुको रुपमा राख्नु हुँदैन।
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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10:12
They're just a form of life,
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ऊनीहरू जीवनको एउटा प्रकार मात्र हुन,®
10:14
another form of life.
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जीवनको अर्को प्रकार। तर तिनीहरू बरु जिज्ञासु हुन्छन्,
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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अनि मैले यो कुरा ऊनीहरूलाई माया गरेर भनेको हुँ।
मेरो अनुभवमा प्राध्यापकहरूको बारेमा एउटा रमाईलो कुरा छ --
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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सबैचाहिँ हैन, तर प्राय:जसो -- उनीहरू आफ्नो टाउकोले बाँच्छन्।
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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ऊनीहरू त्यहाँ माथि बाँच्छन, र अलिकति एकातिर।
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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एक प्रकारले ऊनीहरू, शाब्दिक रुपमा, शरीरविहीन हुन्छन्।
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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ऊनीहरू आफ्नो शरीरलाई
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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एक प्रकारको टाउकोको वाहन जसरी लिन्छन, हैन त?
10:34
(Laughter)
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10:40
Don't they?
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(हाँसो) यो ऊनीहरूको टाउकोलाई बैठकहरूमा लैजाने एउटा माध्यम हो।
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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10:43
(Laughter)
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तपाईँ शरीरविहीनताको साँचो प्रमाण खोज्नुहुन्छ भने,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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तपाईँ आवाशीय सम्मेलनमा जानुस,
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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वरिष्ठ प्राज्ञहरूको,
अनि अन्तिम रातको डिस्कोमा जानुस।
10:56
and pop into the discotheque
on the final night.
on the final night.
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10:58
(Laughter)
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(हाँसो) अनि त्यहाँ तपाईँले देख्नुहुनेछ -- लोग्नेमान्छे र आईमाईहरू
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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बेतालमा, अनियन्त्रित रुपमा शरीर बटारिरहेका,
11:07
(Laughter)
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ता कि घर गएपछि यसको बारेमा एउटा लेखै लेख्न सकियोस भनेर अन्तिमसम्म पर्खिरहेका।
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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अहिले हाम्रो शिक्षा पद्दती प्राज्ञिक क्षमताको अवधारणामा खडा छ।
11:13
(Laughter)
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11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
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र यसको एउटा कारण छ।
11:19
And there's a reason.
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यो सबै पद्दति विश्वभरि त्यतिबेला आविश्कार गरिएको थियो जतिबेला
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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सार्वजनिक शिक्षा नै थिएन, साँच्चै, १९औँ शताब्दी अगाडि।
11:23
really, before the 19th century.
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त्यतिबेला ती सबै कुराहरू औद्योगिकीकरणका
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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आवश्यकताहरू पुर्ति गर्न शुरु गरिएका थिए।
त्यसैले यो तहगत प्रणाली दुई विचारधाराहरूमा आधारित छ।
11:29
So the hierarchy is rooted on two ideas.
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प्रथम, कामका लागि सबैभन्दा बढी चाहिने विषयहरू
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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माथि छन्। त्यसले गर्दा तपाईँलाई बच्चै हुँदा मृदुभावले
11:36
So you were
probably steered benignly away
probably steered benignly away
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तपाईँलाई मन पर्ने कुराहरूबाट टाढा लगिन्छ,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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यो आधारमा कि, तपाईँले ती काम गरेर
कहिल्यै नोकरी पाउनुहुन्न। हो कि हैन?
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
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सङ्गीततिर नलाग, तिमी सङ्गीतकार बन्ने हैन;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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कलातिर नलाग, तिमी कलाकार बन्ने हैन।
11:46
don't do art, you won't be an artist.
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11:48
Benign advice -- now, profoundly mistaken.
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मिठो सुझाव -- अहिले, गम्भिर रुपले गलत। यो सम्पूर्ण विश्व
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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एउटा क्रान्तिमा फसेको छ।
र दोस्रो हो प्राज्ञिक क्षमता, जसले हाम्रो बौद्धिक दृष्टिकोणमाथि
11:54
And the second is academic ability,
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11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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साँच्चै प्रभुत्व जमाएको छ,
किनभने यो प्रणालीलाई विश्वविद्यालयहरूले ऊनीहरूको आफ्नै छविअनुसार रचना गरेका छन्।
11:59
because the universities designed
the system in their image.
the system in their image.
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यदि तपाईँले यसबारेमा सोच्नु भयो भने, सार्वजनिक शिक्षाको
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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विश्वभरिकै सम्पूर्ण पद्दति विश्वविद्यालयको प्रवेशको
एउटा तन्काईएको प्रक्रिया हो।
12:05
is a protracted process
of university entrance.
of university entrance.
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र यसको परिणाम के हो भने धेरै प्रतिभाशाली, मेधावी,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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सिर्जनशील व्यक्तिहरूले आफूलाई केहि हैन भन्ने सोच्छन्,
12:10
brilliant, creative
people think they're not,
people think they're not,
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किनभने ऊनीहरूले विद्यालयमा राम्रो गरिराखेका विषयहरूको
12:12
because the thing
they were good at at school
they were good at at school
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केहि कदर गरिएन, अथवा वास्तवमै खराब मानिन्छ।
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
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12:17
And I think we can't afford
to go on that way.
to go on that way.
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र मलाई के लाग्छ भने हामी त्यो बाटोमा जान सक्दैनौँ।
12:19
In the next 30 years, according to UNESCO,
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युनेस्कोका अनुसार, आउने ३० बर्षमा,
ईतिहासको शुरूदेखि आजसम्म भएकाभन्दा धेरै
12:22
more people worldwide will be graduating
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व्यक्तिहरू शिक्षाबाट स्नातक हुनेछन्।
12:25
through education
than since the beginning of history.
than since the beginning of history.
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धेरै व्यक्तिहरू, र यो हामीले कुरा गरेका
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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सबै चिजहरूको मिश्रण हो --
प्रविधि र यसले काममा ल्याएको रुपान्तरण, अनि जनसङ्ख्या अध्ययन
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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र जनसङ्ख्याको विशाल वृद्धि।
12:34
and the huge explosion in population.
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एकाएक, उपाधिहरूको केहि मूल्य छैन। हैन त?
12:36
Suddenly, degrees aren't worth anything.
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म विद्यार्थी छँदा, तपाईँसँग उपाधि भए जागिर पाउनुहुन्थ्यो।
12:39
Isn't that true?
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12:40
When I was a student,
if you had a degree, you had a job.
if you had a degree, you had a job.
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यदि तपाईँको जागिर थिएन भने त्यो तपाईँले नचाहेर मात्र हुन्थ्यो।
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
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अनि मलाई, सोझै भन्दा, जागिरको ईच्छा थिएन। (हाँसो)
12:46
And I didn't want one, frankly. (Laughter)
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12:49
But now kids with degrees
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तर अहिले उपाधि लिएका बच्चाहरू धेरैजसो
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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भिडियो गेम खेल्न घर फर्किन्छन्,
किनभने पहिले बीए चाहिने जागिरलाई अहिले एमए चाहिन्छ
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
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अनि एमए चाहिनेलाई पीएचडी चाहिन्छ।
12:59
and now you need a PhD for the other.
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यो प्राज्ञिक स्फीतिको एउटा प्रक्रिया हो।
13:01
It's a process of academic inflation.
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13:03
And it indicates the whole
structure of education
structure of education
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र यसले पुरै शिक्षा पद्दति हाम्रो पैतालामुनितिर
खस्किराखेको छ भन्ने दर्शाउँछ। हामीले हाम्रो बौद्धिक दृष्टिकोणबारे
13:05
is shifting beneath our feet.
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13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
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समस्त रुपमा पुनर्विचार गर्नुपर्छ।
हामीले बुद्धिको बारेमा तीनओटा कुराहरू जानेका छौ।
13:09
We know three things about intelligence.
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पहिलो, यसको विविधता। विश्वलाई हामीले यसलाई अनुभव गरेका
13:11
One, it's diverse.
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13:12
We think about the world in all the ways
that we experience it.
that we experience it.
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हरेक तरिकाबाट हेर्दछौँ। हामी दृश्यमा सोच्छौँ,
हामी आवाजमा सोच्छौँ, हामी सौन्दर्यमा सोच्छौँ।
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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हामी अमूर्त ढाँचामा सोच्छौँ, हामी चालमा सोच्छौँ।
13:18
We think in abstract terms,
we think in movement.
we think in movement.
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दोस्रो, बुद्धि गतिशील छ।
13:21
Secondly, intelligence is dynamic.
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यदि तपाईँले मान्छेको दिमागको अन्तरक्रियालाई हेर्नुभयो भने, हामीले
13:23
If you look at the interactions
of a human brain,
of a human brain,
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13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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हिजो त्यतिका प्रस्तुतिहरूमा सुनेजस्तो,
13:29
intelligence is wonderfully interactive.
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बुद्धि आश्चर्यजनक रुपले अन्तरक्रियात्मक छ।
13:31
The brain isn't divided into compartments.
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दिमाग कक्षहरूमा बिभाजित छैन।
13:33
In fact, creativity --
which I define as the process
which I define as the process
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वास्तवमा, सिर्जनशीलता -- जसलाई मैले मुल्यवान मौलिक विचारहरू
13:37
of having original ideas
that have value --
that have value --
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जान्ने प्रक्रियाको रुपमा परिभाषित गर्छु --
प्राय:जसो विभिन्न शास्त्रको वस्तुहरूलाई हेर्ने तरीकाहरुको
13:39
more often than not comes about
through the interaction
through the interaction
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अन्तरक्रियाबाट उत्पन्न हुन्छ।
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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दिमाग जानिबुझिकनै -- वास्तवमा,
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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दिमागका दुई भागहरूलाई जोड्ने कर्पस क्यालोसम नामको
13:50
called the corpus callosum.
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एउटा स्नायुरेसाको मुठो हुन्छ। यो महिलाहरूमा अलि मोटो हुन्छ।
13:51
It's thicker in women.
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हिजोकी हेलेनलाई हेर्दा, सायद यहि कारणले महिलाहरू
13:53
Following off from Helen yesterday,
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एकैपटक धेरैओटा काम राम्ररी गर्न सक्छन् भन्ने मलाई लाग्छ।
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
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13:58
Because you are, aren't you?
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किनभने तपाईँ त्यस्तो हुनुहुन्छ, हैन त?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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यसको अनुसन्धानको एउटा पाटो छ, तर मैले आफ्नै जीबनबाट यो कुरा जानेको छु।
यदि मेरी श्रीमतीले घरमा खाना बनाउँदैछिन भने --
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
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जुनचाहिँ धेरैजसो हुन्न, धन्न। (हाँसो)
14:09
(Laughter)
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तर तपाईँलाई थाहा छ, ऊनले पकाउँदैछिन् -- हैन, ऊनले केहि-केहि चाहिँ राम्रै पकाउँछिन् --
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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तर यदि ऊनले पकाउँदैछिन भने, तपाईँलाई थाहा छ,
ऊनले फोनमा कसैसित कुरा गरिरहेकि हुन्छिन्,
14:14
she's dealing with people on the phone,
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केटाकेटीहरूसित कुरा गरिराखेकि हुन्छिन, छत लिपिराखेकी हुन्छिन्,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
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14:18
she's doing open-heart surgery over here.
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उनी यहाँ ओपन-हार्ट सर्जरी गरिराखेकी हुन्छिन्।
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
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यदि मैले पकाउँदै छु भने, ढोका बन्द हुन्छ, केटाकेटीहरू बाहिर हुन्छन्,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
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फोन उठिराखेको हुन्छ, अनि ऊनी आउँदा पनि मलाई दिक्क लाग्छ।
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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म भन्छु, "टेरी, कृपया, मैले यहाँ अण्डा पकाईराखेको छु। एकैछिन पर्ख न।"(हाँसो)
14:31
(Laughter)
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14:38
"Give me a break."
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14:39
(Laughter)
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वास्तवमा, पुरानो दार्शनिक कुरा छ नि,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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यदि जङ्गलमा एउटा रुख ढल्छ र कसैले सुन्दैन,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
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ढलेकै हो त? त्यो पुरानो कटुस सम्झिनुहुन्छ?
14:47
Remember that old chestnut?
316
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1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
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मैले हालसालै एउटा गज्जबको टि-सर्ट देखेको थिएँ जसमा लेखेको थियो, "यदि एउटा लोग्नेमान्छेले
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
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जङ्गलमा आफ्नो मनको कुरा भन्छ, र कुनै आईमाईले सुन्दैन भने,
14:55
is he still wrong?"
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तबपनि ऊ गलत हुन्छ त?" (हाँसो)
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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अनि बुद्धिको बारेमा तेस्रो कुरा हो,
15:06
it's distinct.
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यो पृथक छ। मैले अहिले एउटा किताब लेख्दै छु
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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"एपिफानी" नामको, जुन व्यक्तिहरूले ऊनीहरूको प्रतिभा कसरी पत्ता लगाए
15:10
which is based on a series
of interviews with people
of interviews with people
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भन्ने कुराको एउटा अन्तर्वार्ताको शृङ्खलामा आधारित छ।
15:12
about how they discovered their talent.
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1920
मान्छेहरु कसरी त्यहाँसम्म पुगे भन्ने कुराले मलाई आकर्षित गरेको छ।
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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यो मैले एउटी बिचित्रकी महिलासँग
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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गरेका कुराबाट प्रेरित छ जसको बारेमा सायद धेरै व्यक्तिहरूले
सुनेका छैनन होला, ऊनको नाम हो गिलियन लिने,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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2676
तपाईँले सुन्नुभएको थियो त? कसैकसैले सुनेका छन्। ऊनी एउटा कोरियोग्राफर हुन्
15:22
Have you heard of her? Some have.
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र ऊनको काम सबैलाई थाहा छ।
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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ऊनले "क्याट्स" अनि "फ्यान्टम अफ द ओपेरा" बनाएकि थिईन्।
15:27
She did "Cats" and "Phantom of the Opera."
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2001
ऊनी बिचित्रकी छन। म वेलायतमा रोयल ब्यालेटको समितिमा बस्थेँ।
15:29
She's wonderful.
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978
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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तपाईँलाई थाहै छ।
15:32
as you can see.
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1201
15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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2400
जे होस, गिलियन र मैले एकदिन संगै खाना खायौँ अनि मैले भने,
"गिलियन, तपाईँ कसरी नृत्यकर्मी बन्नुभयो त?" अनि उनले भनिन"
15:36
"How did you get to be a dancer?"
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1800
15:37
It was interesting.
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यो रोचक थियो, जब ऊनी विद्यालयमा थिईन्,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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ऊनी साँच्चै निराश थिईन। अनि त्यो विद्यालयले, सन ३०को दशक तिर,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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ऊनका आमाबाबुहरूलाई लेख्यो, "हामीलाई लाग्छ
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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गिलियनको सिकाई क्षमतामा समस्या छ।" ऊनी एकाग्र हुन सक्दिनन्,
ऊनी धेरै चञ्चल थिइन। मलाई लाग्छ अहिले तिनीहरूले उनलाई
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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2142
एडीएचडी थियो भन्थे होलान्। हैन त? तर यो १९३० तिरको कुरा हो,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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3290
15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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अनि त्यतिबेला एडीएचडीको आविश्कार नै भएको थिएन।
त्यतिबेला यो एउटा उपलब्ध अवस्था थिएन। (हाँसो)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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कसैलाई यो हुन्छ भन्ने कुरा कसैलाई थाहै थिएन।
16:01
People weren't aware they could have that.
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जे होस, ऊनी विशेषज्ञकहाँ देखाउन गईन। अनि, त्यो भब्य कोठा,
16:03
(Laughter)
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2134
16:06
Anyway, she went to see this specialist.
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र ऊनि आमासँग गएकी थिईन्,
अनि उनलाई एउटा छेउको कुर्सीमा लगेर बसाईयो,
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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अनि ऊनी २० मिनेटसम्म एक्लै बसिराखिन जतिबेला
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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2477
त्यो मान्छेले ऊनकी आमासँग गिलियनलाई विद्यालयमा भएका
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
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ऊनका सबै समस्याहरूका बारेमा कुरा गर्र्यो। अन अन्तिममा --
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
ऊनले मान्छेहरूलाई अलमल्याएकाले,
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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3677
ऊनको गृहकार्य सधै ढीलो हुन्थ्यो, अनि यस्तै यस्तै,
आठ वर्षकी सानी बच्ची -- अन्त्यमा, डाक्टर गएर
16:26
little kid of eight.
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16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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3055
गिलियनको छेउमा बस्यो अनि भन्यो, "गिलियन्,
मैले तिम्रो आमाले भनेका सबै कुराहरू सुनेँ,
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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2705
र म ऊहाँसँग एकान्तमा कुरा गर्न चाहन्छु।"
16:33
I need to speak to her privately.
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ऊसले भन्यो, "यहिँ पर्ख है, हामी आईहाल्छौँ, धेरै बेर लाग्दैन।"
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
358
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2376
अनि ऊनीहरू ऊनलाई छाडेर गए।
16:37
and they went and left her.
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2325
तर ऊनीहरू कोठाबाट बाहिर जाँदा उसले उसको टेबलमा भएको
16:39
But as they went out of the room,
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1636
रेडियो खोल्यो। अनि जब तिनीहरू
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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कोठाबाहिर गए, ऊसले ऊनको आमालाई भन्यो,
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
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3430
"उँभिनुस र ऊनलाई हेर्नुस।" र ऊनीहरू कोठाबाट निस्किने बित्तीकै,
16:48
And the minute they left the room,
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2991
ऊनले भनिन, ऊनी ऊभिईन, अनि सङ्गीतसँगै चल्न थालिन्।
16:51
she was on her feet, moving to the music.
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2484
ऊनीहरूले केहि मिनेटसम्म हेरे
16:53
And they watched for a few minutes
and he turned to her mother and said,
and he turned to her mother and said,
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3453
अनि ऊ ऊनकी आमातिर फर्केर भन्यो,
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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"श्रीमती लिने, गिलियन बिरामी छैनन, ऊनी नर्तकी हुन्।
17:01
Take her to a dance school."
367
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1976
ऊनलाई नृत्य विद्यालयमा लैजानुस।"
17:03
I said, "What happened?"
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999000
1976
मैले भनेँ, "अनि के भयो?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
ऊनले भनिन, "पठाउनुभयो। त्यो कति रमाईलो थियो भन्ने म तपाईँलाई भन्नै सक्दिन।
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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2753
हामी त्यो कोठामा गयौँ त्यहाँ सबै म जस्ता मान्छेहरूले
भरिएको थियो। स्थिर बसिराख्न नसक्ने मान्छेहरू।
17:10
People who couldn't sit still.
371
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2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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4587
सोच्नका लागि चल्नैपर्ने मान्छेहरू ।" सोच्नका लागि चल्नुपर्नेहरू ।
ऊनीहरू ब्याले नाच्थे, ट्याप नाच्थे, ज्याज नाच्थे,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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आधुनिक नाच्थे, समकालीन नाच्थे ।
अन्तत: ऊनी रोयल ब्याले विद्यालयका लागि छानिईन,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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ऊनी एकल कलाकार बनिन, ऊनले रोयल ब्यालेमा
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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गज्जबको पेशा पाईन। अन्तत: ऊनी
रोयल ब्याले स्कूलबाट स्नातक भईन् र
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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आफ्नै कम्पनी शुरु गरिन -- द गिलियन लिने डान्स कम्पनी --
17:30
founded the Gillian Lynne Dance Company,
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1975
एन्ड्रु लोयड वेबरलाई भेटिन। ऊनी ईतिहासकै सबैभन्दा बढी
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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1409
सफल साङ्गीतिक थिएटर निर्माणका लागि जिम्मेबार छिन्
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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ऊनले दसौँ लाखलाई आनन्द दिएकी छन्,
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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अनि ऊनी करोडपति छिन् । अरु कोहि भएको भए
ऊनलाई उपचार गर्थ्यो होला अनि ऊनलाई
17:45
(Applause)
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चुप लाग्न भन्थ्यो होला।
अब, मलाई लाग्छ ... (ताली) मैले के सोच्छु भने:
17:52
What I think it comes to is this:
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1601
अल गोरले हिजो राती पर्यावरणको बारेमा,
17:54
Al Gore spoke the other night
385
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1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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4269
अनि राचेल कार्सनले शुरु गरेको क्रान्तिको बारेमा बोले ।
मलाई विश्वास छ भविष्यको लागि हाम्रो एकमात्र आशा
18:01
I believe our only hope for the future
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2166
भनेको मानव पर्यावरणको नयाँ अवधारणा अपनाउने नै हो,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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3833
यस्तो अवधारणा जसमा हामी मानव क्षमताको सम्पन्नताको
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
389
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2818
18:10
of the richness of human capacity.
390
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1976
नयाँ धारणा बनाउँन शुरु गर्नेर्छौँ।
18:12
Our education system has mined our minds
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3499
हाम्रो शिक्षा पद्दतिले हाम्रो दिमागलाई यसरी खाईदिएको छ
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
392
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3276
कि हामी पृथ्वीलाई खान्छौँ: एउटा विशेष क्रयवस्तुका लागि।
र भविष्यमा, यसले हामीलाई काम दिने छैन ।
18:19
And for the future, it won't serve us.
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2484
हामीले आधारभूत सिद्धान्तहरूलाई पुनर्विचार गर्नुपर्छ
18:21
We have to rethink
the fundamental principles
the fundamental principles
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18:24
on which we're educating our children.
395
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जसमा हामी हाम्रा बच्चाहरूलाई शिक्षा दिँदैछौँ । जोनास साल्कको
एउटा गज्जबको भनाई छ नि, ऊनले भनेका छन, "यदि सबै कीराहरू
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
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2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
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पृथ्वीबाट हराउनुपर्ने भए,
५० वर्षभित्र पृथ्वीका सबै जीवहरू खत्तम हुनेथियो ।
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
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यदि पृथ्वीबाट सबै मान्छेहरू हराए भने,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
५० वर्षभित्र सबै जीवहरू फस्टाउने छन्।"
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
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अनि ऊनले ठीक भनेका छन्।
18:44
And he's right.
401
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1285
टेडले मानव कल्पनाको उपहारलाई सम्मान गर्छ।
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
402
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3634
हामीले यो उपहार वुद्धिमानीपूर्वक प्रयोग गर्नेबारे सचेत हुनुपर्छ,
18:50
We have to be careful now
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2071
अनि हामीले केहि परिदृश्यहरूलाई हटाईदिनुपर्छ
18:52
that we use this gift wisely
404
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2255
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
405
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3229
जसको बारेमा हामीले कुरा गरेका छौँ। र हामीले यसो गर्ने
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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एउटै मात्र तरिका भनेको हाम्रा सृजनशील क्षमताहरूलाई
19:02
for the richness they are
407
1118000
1610
तिनीहरूका सम्पन्नताअनुसार हेर्ने, र हाम्रा
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
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3182
बच्चाहरूलाई तिनीहरूका आशाको रुपमा हेर्ने नै हो । र हाम्रो काम
19:06
And our task is to educate
their whole being,
their whole being,
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2398
ऊनीहरूको सम्पूर्ण पक्षलाई शिक्षित गर्नु हो, जसद्वारा उनीहरूले भविष्यलाई सामना गर्न सकून्।
19:09
so they can face this future.
410
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1484
-- जे होस -- हामीले भविष्य नदेखौँला,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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तर ऊनीहरूले देख्नेछन् । र हाम्रो काम भनेको ऊनीहरूलाई
19:14
And our job is to help them
make something of it.
make something of it.
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यसमा केही गर्न सहयोग गर्ने हो । धेरै धेरै धन्यवाद ।
19:17
Thank you very much.
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19:18
(Applause)
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Translated by Anantha Swami
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