TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sir Ken Robinson: Nastolme revolúciu vo vzdelávaní!
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V tomto trefnom a vtipnom príspevku nadviazuje na svoju skvelú prednášku z roku 2006. Predkladá nám ako radikálne prejsť od štandardizovaných škôl k učeniu šitému na mieru - a to vytvorením podmienok, za ktorých môže prirodzené nadanie detí prekvitať.
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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Bol som tu pred štyrmi rokmi
00:15
and I remember, at the time,
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a pamätám si, že v tej dobe
00:17
that the talks weren't put online.
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prednášky neboli zverejňované online,
00:20
I think they were given to TEDsters in a box,
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ale si ich TEDáci odniesli v krabici
00:24
a box set of DVDs,
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ako sadu DVD-éčiek,
00:26
which they put on their shelves, where they are now.
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ktorú založili do police, kde trčí dodnes.
00:29
(Laughter)
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(Smiech)
00:31
And actually, Chris called me
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Chris mi zavolal
00:33
a week after I'd given my talk
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týždeň po mojej prednáške
00:35
and he said, "We're going to start putting them online.
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hovoriac "Začneme ich zverejňovať online.
00:37
Can we put yours online?" And I said, "Sure."
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Môžeme dať online Tvoju? Ja som mu povedal "Jasné".
00:40
And four years later,
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A za štyri roky,
00:42
as I said, it's been seen by four ...
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ako som povedal, ju videli štyri...
00:44
Well, it's been downloaded four million times.
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Teda ztiahli si ju štyri milióny ľudí.
00:47
So I suppose you could multiply that by 20 or something
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Myslím, že sa vynásobením tak 20-timi
00:50
to get the number of people who've seen it.
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dostaneme počet ľudí, ktorí ju videli.
00:52
And, as Chris says, there is a hunger
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A ako Chris vraví, ľudia sú hladový
00:56
for videos of me.
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po videách so mnou.
00:58
(Laughter)
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(Smiech)
01:01
(Applause)
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(Potlesk)
01:06
... don't you feel?
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... cítite ho tiež?
01:07
(Laughter)
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(Smiech)
01:12
So, this whole event has been an elaborate build-up
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Takže cela tato udalosť je moja premyslená mediálna kampaň
01:15
to me doing another one for you, so here it is.
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s účelom vytvoriť pre Vás ďalšie video, takže tu je.
01:19
(Laughter)
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(Smiech)
01:22
Al Gore spoke
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Al Gore hovoril,
01:24
at the TED conference I spoke at four years ago
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na tej istej TED konferencii ako ja pred štyrmi rokmi,
01:27
and talked about the climate crisis.
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o klimatickej kríze.
01:29
And I referenced that
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Zmienil som sa o tom
01:31
at the end of my last talk.
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na konci mojej vtedajšej prednášky.
01:33
So I want to pick up from there
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Rad by som na to teda nadviazal,
01:35
because I only had 18 minutes, frankly.
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pretože som mal, úprimne povedané, len 18 minút.
01:38
So, as I was saying...
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Takže, ako som hovoril...
01:40
(Laughter)
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(Smiech)
01:48
You see, he's right.
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Viete, ma pravdu.
01:50
I mean, there is a major climate crisis, obviously,
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Myslím si, že zjavne je vážna klimatická kríza.
01:53
and I think if people don't believe it, they should get out more.
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A ak tomu ľudia neveria, mali by chodiť častejšie von.
01:56
(Laughter)
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(Smiech)
01:59
But I believe there's a second climate crisis,
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Myslím si však, že je tu i druhá kríza klímy,
02:03
which is as severe,
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ktorá je rovnako vážna,
02:05
which has the same origins,
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s rovnakým pôvodom
02:08
and that we have to deal with with the same urgency.
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a ktorou sa musíme zaoberať s rovnakou vážnosťou.
02:11
And I mean by this --
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A tým mám na mysli -
02:13
and you may say, by the way, "Look, I'm good.
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možno si poviete, "Pozri, neblazni.
02:15
I have one climate crisis;
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Ja už mám jednu klimatickú krízu,
02:17
I don't really need the second one."
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ďalšiu už nepotrebujem."
02:20
But this is a crisis of, not natural resources --
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Toto však nie je kríza prírodných zdrojov,
02:22
though I believe that's true --
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i keď ta, verím, že je skutočná,
02:25
but a crisis of human resources.
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ale kríza ľudských zdrojov.
02:27
I believe fundamentally,
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Verím, že v podstate
02:29
as many speakers have said during the past few days,
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ako i mnoho prednášateľov za posledné dni povedalo,
02:31
that we make very poor use
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že len veľmi biedne používame
02:34
of our talents.
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svoje nadania.
02:37
Very many people go through their whole lives
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Veľmi veľa ľudí sa potáca životom
02:39
having no real sense of what their talents may be,
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bez toho, aby len zistili v čom tkvie ich talent,
02:42
or if they have any to speak of.
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alebo či vôbec nejaký majú, čo stojí za reč.
02:44
I meet all kinds of people
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Stretávam rôznych ľudí,
02:46
who don't think they're really good at anything.
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ktorí si nemyslia, že by boli v niečom dobrí.
02:50
Actually, I kind of divide the world into two groups now.
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Vlastne, teraz delím svet do dvoch skupín.
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Jeremy Bentham, významný utilitaristický filozof
02:56
once spiked this argument.
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raz vypichol tento argument.
02:58
He said, "There are two types of people in this world:
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Povedal, že "Na svete sú dva druhy ľudí,
03:00
those who divide the world into two types
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tí, ktorí delia svet na dva typy
03:02
and those who do not."
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a tí, ktorí nie."
03:04
(Laughter)
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(Smiech)
03:09
Well, I do.
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Nuž, ja ho delím.
03:11
(Laughter)
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(Smiech)
03:16
I meet all kinds of people
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Stretávam množstvo ľudí,
03:18
who don't enjoy what they do.
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ktorých nebaví to čo robia.
03:21
They simply go through their lives
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Proste ho nejako tak žijú,
03:23
getting on with it.
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až sa s nim eventuálne zmieria.
03:25
They get no great pleasure from what they do.
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Netešia sa z toho, čo robia.
03:27
They endure it rather than enjoy it
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Prežijú ho, namiesto aby ho žili.
03:30
and wait for the weekend.
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a čakajú na víkend.
03:33
But I also meet people
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Tiež však stretávam ľudí,
03:35
who love what they do
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ktorí milujú svoju prácu
03:37
and couldn't imagine doing anything else.
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a nevedia si predstaviť robiť niečo iné.
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Keby ste im povedali, že "Prestaňte s tým", nechápali by, o čom hovoríte.
03:42
Because it isn't what they do, it's who they are. They say,
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Pretože to nie je o tom, čo robia, ale čím sú. Vravia,
03:45
"But this is me, you know.
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"Ale to som ja, vieš.
03:47
It would be foolish for me to abandon this, because
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Bolo by odo mňa hlúpe s tým prestať, lebo
03:49
it speaks to my most authentic self."
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to hovorí k môjmu skutočnému ja."
03:51
And it's not true of enough people.
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A netýka sa to zrovna dostatočného počtu ľudí.
03:54
In fact, on the contrary, I think
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Skôr naopak, myslím si,
03:56
it's still true of a minority of people.
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že sa to týka menšiny ľudí.
03:58
I think there are many
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Myslím si, že je pre to
04:00
possible explanations for it.
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veľa dôvodov.
04:02
And high among them
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Jedným z hlavných
04:04
is education,
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je vzdelávanie,
04:06
because education, in a way,
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pretože vzdelanie svojim spôsobom
04:08
dislocates very many people
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dislokuje mnohých ľudí
04:10
from their natural talents.
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mimo ich prirodzeného talentu.
04:12
And human resources are like natural resources;
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Ľudské zdroje sú ako prírodné zdroje,
04:15
they're often buried deep.
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často ležia schované v hĺbke.
04:17
You have to go looking for them,
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Musíte ich hľadať.
04:19
they're not just lying around on the surface.
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Neležia len tak na povrchu.
04:21
You have to create the circumstances where they show themselves.
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Treba vytvoriť podmienky, za ktorých sa ukážu.
04:24
And you might imagine
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A môžete si myslieť, že
04:26
education would be the way that happens,
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vzdelanie tomu napomáha.
04:28
but too often it's not.
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Príliš často však nie.
04:30
Every education system in the world
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Každý vzdelávací systém na svete
04:32
is being reformed at the moment
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dnes prechádza premenou.
04:34
and it's not enough.
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Nestačí to však.
04:36
Reform is no use anymore,
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Reformovanie nepomôže,
04:38
because that's simply improving a broken model.
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pretože len zlepšuje chybný model.
04:41
What we need --
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Čo potrebujeme-
04:43
and the word's been used many times during the course of the past few days --
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to slovo bolo použité veľakrát za posledných pár dní-
04:45
is not evolution,
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je nie evolúciu,
04:47
but a revolution in education.
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ale revolúciu vo vzdelávaní.
04:50
This has to be transformed
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Je potrebne súčasný systém pretransformovať
04:52
into something else.
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na niečo iné.
04:54
(Applause)
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(Potlesk)
05:00
One of the real challenges
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Jednou z ozajstných výziev
05:02
is to innovate fundamentally
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je od základov inovovať
05:04
in education.
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vzdelávanie.
05:06
Innovation is hard
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Inovovať je zložité,
05:08
because it means doing something
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pretože to znamená robiť niečo,
05:10
that people don't find very easy, for the most part.
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čo pre väčšinu ľudí zväčša nie je ľahké.
05:12
It means challenging what we take for granted,
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Znamená to zapochybovať o tom, čo pokladáme za samozrejmé,
05:15
things that we think are obvious.
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čo považujeme za zrejmé.
05:18
The great problem for reform
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Veľkým problémom reformy
05:20
or transformation
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alebo transformácie
05:22
is the tyranny of common sense;
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je tyrania zdravého sedliackeho rozumu,
05:24
things that people think,
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a vecí, o ktorých si ľudia myslia, že
05:26
"Well, it can't be done any other way because that's the way it's done."
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"no, inak to ani nemôže byt spravené, lebo vždy sa to robilo takto."
05:28
I came across a great quote recently from Abraham Lincoln,
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Nedávno som natrafil na skvelý citát od Abrahama Lincolna,
05:31
who I thought you'd be pleased to have quoted at this point.
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ktorý by ste podľa mňa asi radi teraz počuli.
05:34
(Laughter)
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(Smiech)
05:36
He said this in December 1862
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V decembri 1862
05:39
to the second annual meeting of Congress.
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povedal na druhom výročnom stretnutí Kongresu,
05:43
I ought to explain that I have no idea what was happening at the time.
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Mal by som ešte dodať, že nemám ani poňatia, že čo sa práve vtedy dialo.
05:48
We don't teach American history in Britain.
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Americkú históriu sa v Británii neučíme.
05:50
(Laughter)
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(Smiech)
05:52
We suppress it. You know, this is our policy.
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Tajíme ju. Viete, je to našou taktikou.
05:55
(Laughter)
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(Smiech)
05:58
So, no doubt, something fascinating was happening in December 1862,
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Bezpochyby sa dialo čosi fascinujúce v decembri 1862,
06:00
which the Americans among us
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čo Američania medzi nami
06:02
will be aware of.
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poznajú.
06:05
But he said this:
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Povedal toto:
06:07
"The dogmas
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"Dogmy
06:09
of the quiet past
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kľudnej minulosti
06:11
are inadequate to the stormy present.
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sú nepostačujúce búrlivej súčasnosti.
06:14
The occasion
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Príležitosť
06:16
is piled high with difficulty,
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je naplnená ťažkosťami,
06:18
and we must rise with the occasion."
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my ale musíme rásť s touto príležitosťou."
06:21
I love that.
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Milujem to.
06:23
Not rise to it, rise with it.
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Nie dorásť na ňu, ale rásť s ňou.
06:27
"As our case is new,
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"Tak ako čelíme novým okolnostiam,
06:29
so we must think anew
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musíme i premýšlať inak.
06:32
and act anew.
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a konať inak.
06:35
We must disenthrall ourselves,
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Musíme oslobodiť sami seba
06:38
and then we shall save our country."
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a až potom zachránime našu vlasť."
06:41
I love that word, "disenthrall."
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Milujem slovo "oslobodiť".
06:43
You know what it means?
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Viete, čo znamená?
06:45
That there are ideas that all of us are enthralled to,
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Že sme spútaný myšlienkami,
06:48
which we simply take for granted
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ktoré považujeme za samozrejmé
06:50
as the natural order of things, the way things are.
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ako prirodzené usporiadanie sveta, ako spôsob akým veci sú.
06:52
And many of our ideas
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A mnoho našich myšlienok
06:54
have been formed, not to meet the circumstances of this century,
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nebolo rozvíjaných aby vyhovovala podmienkam v tomto storočí,
06:57
but to cope with the circumstances of previous centuries.
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ale na riešenie okolnosti minulých storočí.
07:00
But our minds are still hypnotized by them,
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Naše mysle sú nimi ale stále hypnotizované.
07:02
and we have to disenthrall ourselves of some of them.
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A my sa od niektorých z nich musíme oslobodiť.
07:05
Now, doing this is easier said than done.
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Ľahšie sa ale o tom hovorí, ako s tým niečo robí.
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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Je mimochodom veľmi ťažké vedieť, čo považujete za samozrejmé.
07:11
And the reason is that you take it for granted.
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Je to preto, lebo to považujeme za samozrejmé.
07:14
So let me ask you something you may take for granted.
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Dovoľte mi spýtať sa vás niečo, čo možno považujete za samozrejmé.
07:17
How many of you here are over the age of 25?
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Koľkí tu máte viac ako 25 rokov?
07:20
That's not what I think you take for granted,
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To nie je niečo, čo považujete za samozrejmé.
07:22
I'm sure you're familiar with that already.
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Určite to viete.
07:24
Are there any people here under the age of 25?
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Má tu niekto menej ako 25 rokov?
07:27
Great. Now, those over 25,
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Skvelé. Teraz všetci nad 25
07:30
could you put your hands up if you're wearing your wristwatch?
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zdvihnite ruky, či nosíte náramkové hodinky?
07:33
Now that's a great deal of us, isn't it?
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To je nás dosť veľa, nie?
07:36
Ask a room full of teenagers the same thing.
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Spýtajte sa to isté v miestnosti plnej tínejdžerov.
07:39
Teenagers do not wear wristwatches.
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Tínejdžeri nenosia náramkove hodinky.
07:41
I don't mean they can't or they're not allowed to,
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Niežeby by nemohli alebo to nemali dovolené,
07:43
they just often choose not to.
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len sa často rozhodnú ich nenosiť.
07:45
And the reason is, you see, that we were brought up
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A dôvod je, že sme boli vychovaní
07:47
in a pre-digital culture, those of us over 25.
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v preddigitálnej kultúre, tí z nás, ktorí máme viac ako 25.
07:50
And so for us, if you want to know the time
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A tak my, ak chceme vedieť koľko je hodín,
07:52
you have to wear something to tell it.
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musíme nosiť čosi, čo nám to povie.
07:54
Kids now live in a world which is digitized,
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Deti dnes žijú v digitalizovanom svete,
07:57
and the time, for them, is everywhere.
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kde čas nájdu všade.
07:59
They see no reason to do this.
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Nechápu k čomu mať hodinky.
08:01
And by the way, you don't need to do it either;
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A vy ich mimochodom tiež nemusíte nosiť,
08:03
it's just that you've always done it and you carry on doing it.
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akurát ste boli na to zvyknutý a tak v tom pokračujete.
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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Moja dcéra Kate, ktorá má 20 rokov, nikdy nenosí hodinky.
08:09
She doesn't see the point.
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Prečo by aj mala.
08:11
As she says, "It's a single function device."
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Povie, "Je to jednofunkčné zariadenie."
08:14
(Laughter)
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(Smiech)
08:19
"Like, how lame is that?"
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"Nuž, aké chabé to je?"
08:22
And I say, "No, no, it tells the date as well."
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Ja odpoviem "Nie, nie, ukazujú tiež dátum."
08:24
(Laughter)
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(Smiech)
08:29
"It has multiple functions."
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"Majú viacero funkcií."
08:32
But, you see, there are things we're enthralled to in education.
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Ale vidíte, existujú veci, ku ktorým bývame ,,zotročený" naším vzdelaním.
08:35
Let me give you a couple of examples.
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Dovoľte mi uviesť zopár príkladov.
08:37
One of them is the idea of linearity:
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Jeden z nich je myšlienka o linearite,
08:40
that it starts here and you go through a track
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že ak začnete tu a pôjdete danou dráhou,
08:43
and if you do everything right, you will end up
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a ak spravíte všetko správne, skončíte takto
08:45
set for the rest of your life.
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nastavení po zvyšok života.
08:49
Everybody who's spoken at TED has told us implicitly,
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Každý rečník na TEDe povedal implicitne,
08:51
or sometimes explicitly, a different story:
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a niekedy explicitne, odlišný príbeh.
08:54
that life is not linear; it's organic.
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že život nie je lineárny ale organický.
08:57
We create our lives symbiotically
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Budujeme naše životy symbiotický
08:59
as we explore our talents
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s tým ako objavujeme svoje nadanie,
09:01
in relation to the circumstances they help to create for us.
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vzhľadom k podmienkam, ktoré nám naše nadanie pomáha vytvoriť.
09:04
But, you know, we have become obsessed
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Viete, stali sme sa posadnutí
09:06
with this linear narrative.
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touto rozprávkou o linearite.
09:08
And probably the pinnacle for education
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A vrcholom vzdelávania
09:10
is getting you to college.
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je dostať sa na výšku.
09:12
I think we are obsessed with getting people to college.
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Myslím, že sme podľa mňa posadnutí posielaním ľudí na výšku,
09:15
Certain sorts of college.
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či určitý druh výšky.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Nemyslím tými, že by ste nemali ísť na výšku, lež nie všetci musia isť
09:19
and not everybody needs to go now.
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a nie všetci musia ísť práve teraz.
09:21
Maybe they go later, not right away.
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Možno tam pôjdu neskôr, nie hneď.
09:23
And I was up in San Francisco a while ago
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Prednedávnom som bol hore v San Francisku
09:25
doing a book signing.
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podpisovať knihy.
09:27
There was this guy buying a book, he was in his 30s.
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Bol tam jeden pán, v 30-tich rokoch, ktorý si tam kupoval knihu.
09:29
And I said, "What do you do?"
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A ja som sa ho opýtal: "Čo robíte?"
09:31
And he said, "I'm a fireman."
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Povedal:"Som požiarnik."
09:34
And I said, "How long have you been a fireman?"
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Ja som povedal: "Ako dlho sTE požiarnikom?"
09:36
He said, "Always. I've always been a fireman."
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On "Vždycky, vždycky som bol požiarnikom."
09:38
And I said, "Well, when did you decide?"
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A ja som povedal: "No a kedy ste sa tak rozhodol?"
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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Povedal, že už ako malý chlapec. Vravel ale, že v škole to bol pre neho problém,
09:43
because at school, everybody wanted to be a fireman."
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pretože tam chcel byť každý požiarnikom.
09:46
He said, "But I wanted to be a fireman."
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Povedal: "Ja som ale chcel byť požiarnikom."
09:49
And he said, "When I got to the senior year of school,
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"Keď som chodil do vyššieho ročníka,
09:52
my teachers didn't take it seriously.
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učitelia ma nebrali vážne.
09:55
This one teacher didn't take it seriously.
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Hlavne jeden učiteľ ma nebral vážne.
09:57
He said I was throwing my life away
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Hovoril, že si zahadzujem život,
09:59
if that's all I chose to do with it;
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ak sa tak rozhodnem,
10:01
that I should go to college, I should become a professional person,
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že by som mál isť na výšku, a stať sa v niečom odborníkom,
10:04
that I had great potential
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že mám na to,
10:06
and I was wasting my talent to do that."
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a že len zahadzujem svoj talent."
10:08
And he said, "It was humiliating because
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Povedal: "Bolo to ponižujúce,
10:10
he said it in front of the whole class and I really felt dreadful.
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lebo to povedal pred celou triedou a ja som sa cítil hrozne.
10:12
But it's what I wanted, and as soon as I left school,
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Ale tak som to cítil a akonáhle som skončil školu,
10:14
I applied to the fire service and I was accepted."
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uchádzal som sa u požiarnikov a bol prijatý."
10:17
And he said, "You know, I was thinking about that guy recently,
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Povedal mi: "Viete, práve som na neho myslel,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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na toho učiteľa, pred pár minútami počas vašej prezentácie",
10:22
he said, "because six months ago,
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povedal:"pretože pred šiestimi mesiacmi
10:24
I saved his life."
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som mu zachránil život."
10:26
(Laughter)
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(Smiech)
10:28
He said, "He was in a car wreck,
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"Bol vo vraku auta
10:30
and I pulled him out, gave him CPR,
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a ja som ho vytiahol, oživil,
10:33
and I saved his wife's life as well."
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a zachránil som tiež jeho manželku."
10:36
He said, "I think he thinks better of me now."
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Povedal: "Myslím, že teraz už o mne zmýšľa lepšie."
10:38
(Laughter)
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(Smiech)
10:40
(Applause)
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(Potlesk)
10:46
You know, to me,
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Viete, podľa mňa
10:48
human communities depend upon
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ľudské komunity závisia na
10:50
a diversity of talent,
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rôznorodosti talentov,
10:52
not a singular conception of ability.
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nie na ojedinelých koncepciách schopností.
10:55
And at the heart of our challenges --
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A v jadre našich problémov -
10:57
(Applause)
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(Potlesk)
10:59
At the heart of the challenge
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Jadro problému
11:01
is to reconstitute our sense of ability
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spočíva v pretvarovaní nášho povedomia o schopnostiach
11:03
and of intelligence.
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a inteligencii.
11:05
This linearity thing is a problem.
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Ta vec s linearitou je problém.
11:07
When I arrived in L.A.
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Po príchode do L.A.,
11:09
about nine years ago,
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pred deviatimi rokmi,
11:11
I came across a policy statement --
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som narazil na programové prehlásenie
11:14
very well-intentioned --
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- dobre mienené -
11:16
which said, "College begins in kindergarten."
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v ktorom bolo napísane: "Vysoká škola začína v škôlke."
11:21
No, it doesn't.
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Nie, nezačína.
11:23
(Laughter)
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(Smiech)
11:26
It doesn't.
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Nezačína.
11:28
If we had time, I could go into this, but we don't.
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Keby sme mali čas, mohol by som to rozviesť, ale nemáme.
11:31
(Laughter)
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(Smiech)
11:33
Kindergarten begins in kindergarten.
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Škôlka začína v škôlke.
11:35
(Laughter)
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(Smiech)
11:37
A friend of mine once said,
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Môj známy raz povedal,
11:39
"You know, a three year-old is not half a six year-old."
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"Viete, trojroční nie sú polovicou šesťročných."
11:42
(Laughter)
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(Smiech)
11:44
(Applause)
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(Potlesk)
11:49
They're three.
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Sú trojroční.
11:51
But as we just heard in this last session,
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Ako sme však počuli v tomto poslednom bloku,
11:53
there's such competition now to get into kindergarten --
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v súčasnosti je tak veľká konkurencia dostať sa do škôlky,
11:56
to get to the right kindergarten --
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dostať sa do tej správnej škôlky,
11:58
that people are being interviewed for it at three.
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že kvôli tomu robia ľudia prijímacie pohovory už v troch rokoch.
12:03
Kids sitting in front of unimpressed panels,
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Deti sediace pred nezaujatou porotou,
12:05
you know, with their resumes,
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viete, s ich životopismi,
12:07
(Laughter)
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(Smiech)
12:10
flipping through and saying, "Well, this is it?"
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Listujú ich a hovoria "A to je ako všetko?"
12:12
(Laughter)
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(Smiech)
12:14
(Applause)
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(Potlesk)
12:17
"You've been around for 36 months, and this is it?"
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"Si na svete už 36 mesiacov a to je všetko?"
12:20
(Laughter)
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(Smiech)
12:27
"You've achieved nothing -- commit.
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"Nič si nedosiahol, priznaj si to.
12:30
Spent the first six months breastfeeding, the way I can see it."
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Ako vidím, strávil si prvých šesť mesiacov len kojením."
12:33
(Laughter)
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(Smiech)
12:38
See, it's outrageous as a conception, but it [unclear].
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Vidíte, je to poburujúci prístup, ale láka ľudí.
12:41
The other big issue is conformity.
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Ďaľším veľkým problémom je konformita.
12:43
We have built our education systems
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Postavili sme náš vzdelávací systém na
12:45
on the model of fast food.
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fast food modele.
12:47
This is something Jamie Oliver talked about the other day.
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Hovoril o tom Jamie Oliver predošlé dni.
12:50
You know there are two models of quality assurance in catering.
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V cateringu sú dva modely zabezpečenia kvality.
12:52
One is fast food,
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Jedným je fast food,
12:54
where everything is standardized.
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kde je všetko štandardizované.
12:56
The other are things like Zagat and Michelin restaurants,
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Druhým sú veci ako Zagat a Michelin reštaurácie,
12:58
where everything is not standardized,
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kde nie je štandardizované nič,
13:00
they're customized to local circumstances.
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sú vytvorené na mieru do lokálnych podmienok.
13:02
And we have sold ourselves into a fast food model of education,
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My sme sa zapredali fast food modelu vzdelávania.
13:05
and it's impoverishing our spirit and our energies
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Ochudobňuje to nášho ducha a energiu
13:08
as much as fast food is depleting our physical bodies.
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v takej miere ako fast food vyčerpáva naše fyzické telá.
13:11
(Applause)
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(Potlesk)
13:17
I think we have to recognize a couple of things here.
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Myslím si, že tu treba rozoznávať zopár vecí.
13:19
One is that human talent is tremendously diverse.
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Jednou je, že ľudský talent je neskutočne rôznorodý.
13:22
People have very different aptitudes.
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Ľudia majú veľmi odlišné danosti.
13:24
I worked out recently that
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Prednedávnom som prišiel na to,
13:26
I was given a guitar as a kid
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že ako dieťa som dostal gitaru
13:28
at about the same time that Eric Clapton got his first guitar.
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približne v tom istom veku ako Eric Clapton dostal jeho.
13:32
You know, it worked out for Eric, that's all I'm saying.
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Viete, Erikovi to sadlo, poviem len toľko.
13:35
(Laughter)
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(Smiech)
13:37
In a way, it did not for me.
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Svojim spôsom nie mne.
13:39
I could not get this thing to work
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Nepodarilo sa mi tu vec rozbehnúť
13:42
no matter how often or how hard I blew into it.
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bez ohľadu na to, ako často a ako silno som do toho udieral-
13:44
(Laughter) It just wouldn't work.
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Proste to nešlo.
13:49
But it's not only about that.
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Nie je to však len o tom.
13:51
It's about passion.
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Je to o zápale.
13:53
Often, people are good at things they don't really care for.
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Často sú ľudia dobrý v niečom, čo ich nezaujíma.
13:55
It's about passion,
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Je to o zápale
13:57
and what excites our spirit and our energy.
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a tom, čo nadchýna nášho ducha a energiu.
14:00
And if you're doing the thing that you love to do, that you're good at,
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Ak robíte to, čo milujete, a ste v tom dobrí,
14:03
time takes a different course entirely.
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čas potom plynie úplne inak.
14:06
My wife's just finished writing a novel,
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Moja žena práve dopísala román
14:09
and I think it's a great book,
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a myslím si, že je to skvelá kniha,
14:11
but she disappears for hours on end.
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ale mizla pri tom na nekonečné hodiny.
14:14
You know this, if you're doing something you love,
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Viete, že ak robíte niečo, čo milujete,
14:16
an hour feels like five minutes.
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hodina pripadá ako päť minút.
14:19
If you're doing something that doesn't resonate with your spirit,
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Ak robíte niečo, čo nerezonuje s vašim duchom,
14:21
five minutes feels like an hour.
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päť minút sa zdá byť ako hodina.
14:23
And the reason so many people are opting out of education
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Dôvodom, prečo sa tak veľa ľudí rozhodne nezúčastniť sa vzdelávania,
14:26
is because it doesn't feed their spirit,
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je že to jednoducho nenaplňuje ich ducha,
14:28
it doesn't feed their energy or their passion.
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nenaplňuje ich energiu alebo zápal.
14:31
So I think we have to change metaphors.
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Myslím si teda, že musíme zmeniť metafory.
14:34
We have to go from what is essentially an industrial model of education,
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Musíme upustiť od zásadne industriálneho modelu vzdelávania,
14:37
a manufacturing model,
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výrobného modelu
14:39
which is based on linearity
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založeného na linearite
14:41
and conformity and batching people.
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a konformite a šaržovaní ľudí.
14:44
We have to move to a model
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Musíme prejsť k modelu
14:46
that is based more on principles of agriculture.
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založenom viac na princípoch poľnohospodárstva.
14:49
We have to recognize that human flourishing
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Musíme rozpoznať, že rozkvet ľudstva
14:52
is not a mechanical process;
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nie je mechanickým procesom,
14:54
it's an organic process.
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ale organickým procesom.
14:56
And you cannot predict the outcome of human development.
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A nemôžete predpovedať výsledok ľudského vývoja,
14:59
All you can do, like a farmer,
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všetko čo môžete, rovnako ako farmár,
15:01
is create the conditions under which
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je vytvoriť podmienky za ktorých
15:03
they will begin to flourish.
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začnú rozkvitať.
15:05
So when we look at reforming education and transforming it,
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Keď sa teda pozrieme na reformovanie vzdelávania a jeho transformáciu,
15:08
it isn't like cloning a system.
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nie je len o tom naklonovať systém.
15:11
There are great ones, like KIPP's; it's a great system.
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Existujú vynikajúce systémy, ako napríklad KIPPs, to je výborný systém.
15:13
There are many great models.
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Existuje veľa vynikajúcich modelov.
15:15
It's about customizing to your circumstances
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Ide o to prispôsobiť to vašej situácii
15:18
and personalizing education
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a personalizovať vzdelávanie
15:20
to the people you're actually teaching.
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na mieru tím, ktorých učíme.
15:22
And doing that, I think,
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A práve v tom spočíva
15:24
is the answer to the future
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odpoveď na budúcnosť,
15:26
because it's not about scaling a new solution;
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pretože teraz už nejde o vytvorenie nového riešenia,
15:29
it's about creating a movement in education
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ale o vytvorenie hnutia vo vzdelávaní,
15:31
in which people develop their own solutions,
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v rámci ktorého ľudia rozvíjajú vlastné riešenia
15:34
but with external support based on a personalized curriculum.
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s externou pomocou založenou na personalizovaných osnovách.
15:37
Now in this room,
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V tejto miestnosti
15:39
there are people who represent
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sa nachádzajú ľudia, ktorí reprezentujú
15:41
extraordinary resources in business,
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výnimočných jedincov v obchode,
15:43
in multimedia, in the Internet.
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v oblasti multimédií, či internetu.
15:45
These technologies,
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Tieto technológie
15:47
combined with the extraordinary talents of teachers,
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spolu s jedinečným nadaním učiteľov
15:50
provide an opportunity to revolutionize education.
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vytvárajú príležitosť vniesť revolúciu do vzdelávania.
15:53
And I urge you to get involved in it
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Apelujem na Vás, zapojte sa,
15:55
because it's vital, not just to ourselves,
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pretože je to nevyhnutné nielen pre nás,
15:57
but to the future of our children.
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ale aj pre budúcnosť našich detí.
15:59
But we have to change from the industrial model
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Musíme ale prejsť od priemyselného
16:01
to an agricultural model,
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k poľnohospodárskemu modelu,
16:03
where each school can be flourishing tomorrow.
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v rámci ktorého môže každá škola prekvitať,
16:06
That's where children experience life.
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a kde deti budu život zažívať.
16:08
Or at home, if that's where they choose to be educated
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Alebo to bude doma, ak sa rozhodnú biť vzdelávané
16:10
with their families or their friends.
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v rámci ich rodín alebo s priateľmi.
16:12
There's been a lot of talk about dreams
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Počas týchto pár dní
16:14
over the course of this few days.
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sa veľa hovorilo o snoch.
16:17
And I wanted to just very quickly ...
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Chcem len veľmi v krátkosti -
16:19
I was very struck by Natalie Merchant's songs last night,
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včera večer na mňa veľmi zapôsobili piesne Natalie Merchant,
16:22
recovering old poems.
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vracajúce sa k starým básniam.
16:24
I wanted to read you a quick, very short poem
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Chcel by som vám prečítať veľmi krátku báseň
16:26
from W. B. Yeats, who some of you may know.
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napísanú W.B. Yeatsom, ktorého asi poznáte.
16:29
He wrote this to his love,
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Tieto verše napísal svojej láske
16:31
Maud Gonne,
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Maud Gonne,
16:33
and he was bewailing the fact that
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oplakávajúc fakt, že
16:36
he couldn't really give her what he thought she wanted from him.
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jej nemohol dať to, čo podľa neho od neho chcela.
16:39
And he says, "I've got something else, but it may not be for you."
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Napísal: "Mám niečo iné, ale možno to nie je nič pre teba."
16:42
He says this:
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Píše:
16:44
"Had I the heavens' embroidered cloths,
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"Keby som mal šaty nebom vyšívané,
16:47
Enwrought with gold
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Zdobené zlatým
16:49
and silver light,
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a strieborným svitom,
16:51
The blue and the dim
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Z látok modrých a sivých
16:53
and the dark cloths
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a tmavých ušité,
16:55
Of night and light and the half-light,
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ako keď zmrákanie a príchod noci nastane,
16:58
I would spread the cloths under your feet:
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Rozprestrel by som ich k tvojím nohám.
17:01
But I, being poor,
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Ale chudobný som,
17:04
have only my dreams;
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mám iba moje sny.
17:07
I have spread my dreams under your feet;
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Predkladám ti k nohám moje sny.
17:10
Tread softly
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Kráčaj zľahka,
17:12
because you tread on my dreams."
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pretože po mojich snoch teraz kráčaš i ty.
17:15
And every day, everywhere,
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A každý deň, po celom svete
17:18
our children spread their dreams beneath our feet.
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nám naše deti k nohám kladú svoje sny.
17:21
And we should tread softly.
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A my by sme mali kráčať zľahka.
17:24
Thank you.
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Ďakujem vám.
17:26
(Applause)
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(Potlesk)
17:43
Thank you very much.
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Veľmi pekne ďakujem.
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