TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson pravi, da šole ubijajo kreativnost
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Sir Ken Robinson na zabaven in ganljiv način predlaga izgradnjo izobraževalnega sistema, ki spodbuja (namesto da spodkopava) kreativnost.
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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Dobro jutro. Kako se počutite? Čudovito je bilo, mar ne?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Mene je kar odnesla cela zadeva.
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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Pravzaprav kar odhajam. (Smeh)
00:36
(Laughter)
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Tri teme so bile, kajne,
00:42
There have been three themes
running through the conference
running through the conference
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ki so se prepletale skozi konferenco in se nanašajo na to,
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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o čemer bi rad govoril.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Prva je izjemen dokaz človeške kreativnosti,
00:52
in all of the presentations that we've had
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ki smo jo videli v vseh predstavitvah
00:54
and in all of the people here.
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in ljudeh tukaj. Že sama raznolikost
00:56
Just the variety of it
and the range of it.
and the range of it.
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in razpon le-te. Druga je, da
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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smo postavljeni v položaj, ko nimamo pojma kaj se bo zgodilo
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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v prihodnosti. Nimamo pojma.
01:06
No idea how this may play out.
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Brez ideje, kakšen bo razplet.
01:09
I have an interest in education.
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Zanima me izobraževanje --
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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pravzaprav, ugotavljam, da vse zanima izobraževanje.
Se vam ne zdi tako? To se mi zdi zelo zanimivo.
01:15
Don't you?
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01:16
I find this very interesting.
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Če si na slavnostni večerji in poveš,
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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da delaš v izobraževanju --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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– pravzaprav, če delaš v izobraževanju, roko na srce, nisi pogosto na slavnostnih večerjah.
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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(Smeh) Nisi povabljen.
01:31
(Laughter)
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In, zanimivo, nikoli nisi povabljen nazaj. To se mi zdi čudno.
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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Ampak če si, in rečeš nekomu,
saj veste, vprašajo te: "Kaj delaš?"
01:40
you know, they say, "What do you do?"
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ti odgovoriš, da delaš v izobraževanju,
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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lahko opaziš kako pobledijo.
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"O moj bog," saj veste, "zakaj ravno jaz? Na moj edini prosti večer ta teden." (Smeh)
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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Ampak, če jih povprašaš po njihovi izobrazbi,
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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te pribijejo na križ. Ker to je ena od reči,
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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ki je ljudem sveta, imam prav?
Kot vera, denar in drugo.
02:01
Like religion, and money and other things.
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Močno me zanima izobraževanje in mislim, da zanima nas vse.
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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Zelo nas zanima,
02:08
We have a huge vested interest in it,
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delno zato, ker nas bo ravno izobraževanje
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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privedlo v to prihodnost, ki je ne moremo doumeti.
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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Če pomislite, otroci, ki bodo šli v šolo letos,
se bodo upokojevali leta 2065. Nikomur se ne sanja --
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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navkljub vsej strokovnosti, ki smo jo razkazovali zadnje štiri dni --
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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kako bo svet videti
02:29
what the world will look like
in five years' time.
in five years' time.
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čez pet let. In vendar naj bi jih
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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izobraževali za takrat. Ta nepredvidljivost, menim,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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je izjemna.
02:36
And the third part of this
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In tretja stvar,
02:38
is that we've all agreed, nonetheless,
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o kateri smo se vsi strinjali,
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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je res izjemna sposobnost, ki jo imajo otroci --
02:45
their capacities for innovation.
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njihove sposobnosti za inoviranje. Kaj hočem reči, Sirena prejšno noč je bila biser,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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kajne? Že samo videti česa je sposobna.
02:50
Just seeing what she could do.
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Izjemna je, ampak mislim, da ni, če se tako izrazim,
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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izjema v svetu otrok.
Je oseba z neobičajno predanostjo,
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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ki je našla talent. In moje mnenje je,
03:03
who found a talent.
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da imajo vsi otroci neverjetne talente.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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In mi jih precej neusmiljeno zapravljamo.
03:07
And we squander them, pretty ruthlessly.
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Torej, želim govoriti o izobraževanju
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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in želim govoriti o kreativnosti. Moja trditev je, da je dandanes
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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kreativnost v izobraževanju prav tako pomembna kot pismenost
in bi jo morali obravnavati na isti način.
03:19
and we should treat it
with the same status.
with the same status.
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(Aplavz) Hvala. To je bilo mimogrede to.
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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Res lepa hvala. (Smeh) Še petnajst minut je ostalo.
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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Torej, rodil sem se -- ne. (Smeh)
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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Pred kratkim sem slišal čudovito zgodbo -- rad jo govorim --
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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o majhni deklici, ki je bila pri likovnem pouku. Imela je šest let
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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in sedela je zadaj in risala.
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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Učiteljica je rekla, da je ta mala deklica le redkokdaj
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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sodelovala, a takrat je.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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Navdušena je učiteljica šla do nje
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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in rekla: "Kaj boš narisala?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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In deklica je rekla: "Rišem sliko Boga."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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In učiteljica je rekla: "Ampak nihče ne ve, kako Bog izgleda."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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In deklica je rekla: "Kmalu bodo."
04:09
(Laughter)
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(Smeh)
Ko je bil moj sin star štiri, v Angliji --
04:20
When my son was four in England --
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pravzaprav je bil štiri povsod, če sem pošten. (Smeh)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Če smo natančni, je bil star štiri, kamorkoli je šel tisto leto.
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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Igral je v Jaslicah.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Se spomnite zgodbe? No, bila je velika.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Bila je velika zgodba. Mel Gibson je posnel nadaljevanje.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Morda ste ga videli: "Jaslice II." Ampak James je dobil vlogo Jožefa,
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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nad čemer smo bili navdušeni.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Smatrali smo jo za eno vodilnih vlog.
Gledališče smo napolnili z agenti v majicah z napisom:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"James Robinson JE Jožef!" (Smeh)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Ni mu bilo treba govoriti, in saj se spomnite,
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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ko v zgodbo vstopijo Sveti trije kralji. Prinesejo darila.
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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Prinesejo zlato, kadilo in miro.
04:59
This really happened.
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To se je res zgodilo. Sedeli smo tam
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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in gledali in mislim, da so zamenjali vrstni red,
ker, ko smo kasneje govorili s fantom in ga vprašali,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Se ti to zdi v redu?" Rekel je: "Ja, zakaj, je bilo to narobe?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Samo zamenjali so se, to je bilo to.
05:09
They just switched.
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Kakorkoli že, fantje pridejo noter,
05:10
The three boys came in,
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štiriletniki z brisačami na glavah,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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odložijo škatle in prvi reče,
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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"Prinašam vam zlato."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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In drugi reče: "Prinašam vam miro."
05:20
And the third boy said, "Frank sent this."
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In tretji fant pravi: "Pri nas se je kadilo." (Smeh)
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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Tem rečem je skupno to, da bodo otroci poizkusili nove reči.
Če ne vedo, bodo poizkusili.
05:37
If they don't know, they'll have a go.
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Imam prav? Ne bojijo se, da bo kaj narobe.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Pozor, ne trdim, da je motiti se ista stvar kot biti kreativen.
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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Kar vemo pa je,
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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da če se nisi pripravljen zmotiti,
05:52
you'll never come up
with anything original --
with anything original --
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ne boš nikoli naredil nič originalnega.
05:54
if you're not prepared to be wrong.
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Če se nisi pripravljen zmotiti. In do takrat, ko odrastejo,
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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otroci večinoma izgubijo to pripravljenost.
Bojijo se narediti napako.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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In mimogrede, tako vodimo naša podjetja.
06:03
And we run our companies like this.
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Napake ožigosamo.
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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In naši izobraževalni sistemi delujejo tako,
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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da so napake najslabša stvar, ki jo lahko narediš.
06:12
And the result is that
we are educating people
we are educating people
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In rezultat je, da ljudi
06:15
out of their creative capacities.
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odučimo kreativnosti. Picasso je nekoč rekel:
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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rekel rekel je, da se vsi otroci rodijo umetniki.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Problem je ostati umetnik, ko odrasteš. V to verjamem z vso strastjo:
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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kreativnosti ne pridobimo z odraščanjem,
z odraščanjem jo izgubimo. Ali še raje, odučeni smo kreativnosti.
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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Torej, zakaj je tako?
06:33
So why is this?
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Živel sem v Stradford-on-Avon do pred približno petimi leti.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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V bistvu, smo se preselili iz Stradforda v Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Torej si lahko predstavljate kako gladek prehod je bil to.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Smeh) Pravzaprav
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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smo živeli v kraju Snitterfield,
čisto blizu Stratforda,
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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kjer je bil rojen Shakespeareov oče. Vas preseneti ta nova misel? Mene je.
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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Ponavadi ne razmišljaš o Shakespeareu kot človeku z očetom, mar ne?
Ker ne razmišljaš
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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o Shakespeareu kot otroku, mar ne?
07:01
Shakespeare being seven?
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Shakespeare pri sedmih? Jaz nisem nikoli pomislil na to.
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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Ampak, nekoč je bil star sedem. Nekdo ga je učil
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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angleščine, mar ne? Kako neprijetno je moralo biti to?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Smeh) "Bodi bolj priden." Oče ga je pošiljal spat,
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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saj veste, rekel mu je, "Takoj pojdi v posteljo,"
Williamu Shakespeareu, "in odloži svinčnik.
07:32
And put the pencil down."
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In ne govori tako. Vse zmedeš.«
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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(Smeh)
07:42
(Laughter)
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Kakorkoli že, preselili smo se iz Stratforda v Los Angeles
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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in pravzaprav bi rad rekel samo besedo o prehodu.
07:53
and I just want to say a word
about the transition.
about the transition.
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Sin ni hotel iti.
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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Imam dva otroka. On je zdaj 21, hči pa 16.
08:00
He didn't want to come to Los Angeles.
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On ni hotel iti v Los Angeles. Všeč mu je bil,
a je imel punco v Angliji. To je bila ljubezen njegovega življenja, Sarah.
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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Poznal jo je cel mesec.
08:08
He'd known her for a month.
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Pazite, sedaj bi imela četrto obletnico,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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2256
ker se čas vleče, ko si 16.
08:13
because it's a long time when you're 16.
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Kakorkoli že, bil je res razburjen na letalu
08:16
He was really upset on the plane,
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in je rekel: "Nikoli ne bom našel take punce kot Sarah."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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In to nam je bilo kar všeč, če sem odkrit,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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ker je bila ona glavni razlog za naš odhod.
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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(Smeh)
08:34
(Laughter)
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Ampak nekaj spoznaš, ko se preseliš v Ameriko
in ko potuješ po svetu:
08:40
But something strikes you
when you move to America
when you move to America
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vsak izobraževalni sistem na svetu ima isto hierarhijo predmetov.
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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Vsak. Ni važno kam greš.
08:47
Every one. Doesn't matter where you go.
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1955
Mislil bi si da bo kaj drugače, pa ni.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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2270
Na vrhu so matematika in jeziki,
08:51
At the top are mathematics and languages,
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potem humanistični predmeti in na dnu umetnost.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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2434
Povsod na Zemlji.
08:56
Everywhere on Earth.
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In prav tako je v vsakem sistemu,
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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hierarhija tudi znotraj umetnosti.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Grafična umetnost in glasba sta v šolah običajno
nad dramatiko in plesom. Na svetu ni izobraževalnega sistema,
09:04
than drama and dance.
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1167
09:05
There isn't an education
system on the planet
system on the planet
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ki bi vsak dan učil otroke plesati,
09:07
that teaches dance everyday to children
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kot jih učimo matematike. Zakaj?
09:09
the way we teach them mathematics. Why?
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Zakaj ne? Menim, da je precej pomembno.
09:12
Why not? I think this is rather important.
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Mislim, da je matematika zelo pomembna, ampak ples tudi.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Otroci plešejo ves čas, če jim je dovoljeno, z nami vsemi je tako.
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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Vsi imamo telesa, mar ne? Sem morda izpustil sestanek?
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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(Smeh) Po pravici povedano,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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ko otroci odraščajo, jih progresivno vedno bolj izobražujemo
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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od pasu navzgor. In potem se fokusiramo na njihove glave.
09:31
And then we focus on their heads.
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In bolj na eno stran.
09:33
And slightly to one side.
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Če bi kot nezemljan opazovali izobraževanje
09:35
If you were to visit
education, as an alien,
education, as an alien,
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2657
09:38
and say "What's it for, public education?"
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in bi se vprašali: "Kaj je namen javnega izobraževanja?",
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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mislim, da bi morali zaključiti -- če pogledaš rezultat,
kdo res uspeva v njem,
09:43
who really succeeds by this,
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1376
kdo opravi vse zadane naloge,
09:45
who does everything that they should,
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1776
09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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2731
kdo zbere vse točke, kdo so zmagovalci --
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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3339
mislim, da bi morali zaključiti, da je namen javnega izobraževanja
po celem svetu
09:53
throughout the world
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izdelovati univerzitetne profesorje.
09:54
is to produce university professors.
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1953
09:56
Isn't it?
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1311
09:57
They're the people who come out the top.
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1983
Oni so ljudje, ki so najboljši.
09:59
And I used to be one, so there.
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2179
In jaz sem bil eden od njih, da veste. (Smeh)
10:01
(Laughter)
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2636
In rad imam univerzitetne profesorje, ampak veste,
10:04
And I like university
professors, but you know,
professors, but you know,
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3101
10:07
we shouldn't hold them up
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1475
ne bi jih smeli povzdigovati kot najvišjo možno točko človekovega razvoja.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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2931
10:12
They're just a form of life,
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1976
So le oblika življenja,
10:14
another form of life.
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1560
ena od oblik življenja. Ampak so precej zanimivi
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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3298
in to pravim iz naklonjenosti do njih.
Nekaj zelo zanimivega je na njih po mojih izkušnjah --
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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594906
2970
ne prav vsi, ampak po večini pa -- živijo v svojih glavah.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
Živijo tam gori in malce na eno stran.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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2143
Razteleseni so veste, na nekako dobeseden način.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
Na svoja telesa gledajo,
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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3093
kot na transport za svoje glave, kajne?
10:34
(Laughter)
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6166
10:40
Don't they?
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1016
(Smeh) Kot način, da spravijo svoje glave na sestanke.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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2222
10:43
(Laughter)
228
619486
5512
Mimogrede, če hočete dokaze o izventelesnih doživetjih,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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3830
pojdite na akademsko konferenco
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
izkušenih profesorjev,
in se prikažite na zabavi zadnjo noč.
10:56
and pop into the discotheque
on the final night.
on the final night.
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2243
10:58
(Laughter)
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2801
(Smeh) In tam boste videli odrasle ljudi,
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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kako brez ritma nekontolirano trzajo,
11:07
(Laughter)
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čakajoč konec, da gredo lahko domov in napišejo članek o tem.
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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3325
Naš izobraževalni sistem temelji na ideji akademskih sposobnosti.
11:13
(Laughter)
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649240
1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
238
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3843
In za to je razlog.
11:19
And there's a reason.
239
655035
1241
Sistem je bil izumljen –na svetu,
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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656300
3556
pred 19. stoletjem v resnici ni bilo pravega javnega izobraževalnega sistema.
11:23
really, before the 19th century.
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2106
Vsi so bili ustvarjeni
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
242
662010
2957
za zadovoljevanje potreb indistrualizma.
Hierarhija temelji na dveh idejah.
11:29
So the hierarchy is rooted on two ideas.
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2163
Prva je, da so najpomembnejši
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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4597
uporabni predmeti. Tako so vas
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
v šoli verjetno odvračali od stvari, ki so vam bile všeč,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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674132
2934
z argumentom,
da ne boste nikoli dobili službe na tem področju. Drži?
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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3386
Ne igraj inštrumentov, ne boš postal glasbenik;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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2381
ne ukvarjaj se z umetnostjo, ne boš umetnik.
11:46
don't do art, you won't be an artist.
249
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1801
11:48
Benign advice -- now, profoundly mistaken.
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3420
Nedolžni nasveti – zdaj popolnoma napačni. Ves svet
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
251
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2145
je potopljen v revolucijo.
In druga stvar je akademska sposobnost, ki je prevladala
11:54
And the second is academic ability,
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2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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2885
v našem pojmovanju inteligence,
ker so univerze zasnovale sistem po svoji podobi.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Če pomislite, je celoten sistem
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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698300
3494
javnega izobraževanja po svetu, raztegnjen proces
vstopa v univerzo.
12:05
is a protracted process
of university entrance.
of university entrance.
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701818
2226
In posledica je, da mnogo talentiranih,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
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2333
briljantnih, kreativnih ljudi misli, da to niso,
12:10
brilliant, creative
people think they're not,
people think they're not,
258
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2435
ker stvar, ki jim je šla dobro v šoli,
12:12
because the thing
they were good at at school
they were good at at school
259
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2138
ni bila cenjena, ali pa je bila celo stigmatizirana.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
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2296
Menim, da si ne moremo privoščiti, da nadaljujemo na ta način.
12:19
In the next 30 years, according to UNESCO,
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2464
Po podatkih UNESCO-a, bo v naslednjih 30 letih
po svetu diplomiralo več ljudi,
12:22
more people worldwide will be graduating
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2810
kot jih je od začetka zgodovine.
12:25
through education
than since the beginning of history.
than since the beginning of history.
264
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2546
Več ljudi in kombinacija
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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3681
vseh stvari, o katerih smo govorili --
tehnologija, način kako le-ta spreminja delo in demografija
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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3048
in velik porast prebivalstva.
12:34
and the huge explosion in population.
267
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1804
Naenkrat diplome niso več vredne nič. Kaj ni res?
12:36
Suddenly, degrees aren't worth anything.
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2865
Ko sem bil študent, če si imel diplomo, si imel službo.
12:39
Isn't that true?
269
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1380
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.
270
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2753
Če nisi imel službe, je bilo to zato, ker je nisi hotel.
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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2776
In če sem odkrit, jaz je nisem hotel. (Smeh)
12:46
And I didn't want one, frankly. (Laughter)
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2676
12:49
But now kids with degrees
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4074
Ampak otroci danes z diplomami se pogosto
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
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3045
vračajo domov igrat videoigre,
ker zdaj potrebuješ magisterij za delo, ki je prej zahtevalo diplomo,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
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3198
in doktorat za drugo.
12:59
and now you need a PhD for the other.
276
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1787
To je proces akademske inflacije.
13:01
It's a process of academic inflation.
277
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1776
13:03
And it indicates the whole
structure of education
structure of education
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Nakazuje, da se nam celotna struktura izobraževanja
trese pod nogami. Temeljito moramo premisliti
13:05
is shifting beneath our feet.
279
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1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
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2620
naše dojemanje inteligence.
O inteligenci vemo tri stvari.
13:09
We know three things about intelligence.
281
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1995
Prvič, raznolika je. O svetu razmišljamo na vse načine,
13:11
One, it's diverse.
282
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1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
s kakršnimi ga dojemamo. Razmišljamo vizualno,
razmišljamo v zvoku, razmišljamo kinestetično.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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2976
Razmišljamo v abstraktnih izrazih, razmišljamo v gibih.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
Drugič, inteligenca je dinamična.
13:21
Secondly, intelligence is dynamic.
286
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1754
Če pogledaš interakcije človeških možganov,
13:23
If you look at the interactions
of a human brain,
of a human brain,
287
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2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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2976
kot smo slišali v več predstavitvah včeraj,
13:29
intelligence is wonderfully interactive.
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1976
je inteligenca čudovito interaktivna.
13:31
The brain isn't divided into compartments.
290
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2238
Možgani niso razdeljeni v oddelke.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
V bistvu je kreativnost – ki jo definiram kot proces
13:37
of having original ideas
that have value --
that have value --
292
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2325
proizvodnje originalnih idej, ki imajo neko vrednost --
bolj pogosto kot ne produkt mešanja
13:39
more often than not comes about
through the interaction
through the interaction
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2652
več različnih načinov gledanja na stvari.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
Možgani so namenoma – mimogrede,
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
295
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3666
obe polovici možganov povezuje snop živcev,
13:50
called the corpus callosum.
296
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1491
ki se imenuje corpus callosum. Debelejši je pri ženskah.
13:51
It's thicker in women.
297
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1266
Če nadaljujem, kjer je ostala Helen včeraj, mislim,
13:53
Following off from Helen yesterday,
298
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1741
da so ženske zato boljše pri opravljanju več stvari naenkrat.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
300
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1817
Ker ste, mar ne?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
301
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3207
Cel kup raziskav to potrjuje, ampak jaz to vem iz mojega osebnega življenja.
Če moja žena kuha doma --
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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5238
kar se ne zgodi pogosto. Na srečo. (Smeh)
14:09
(Laughter)
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2854
Ampak veste, ona dela -- ne, dobra je pri nekaterih stvareh --
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
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2498
ampak če kuha, veste,
govori s ljudmi po telefonu,
14:14
she's dealing with people on the phone,
305
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1876
govori z otroki, barva strop,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
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2556
14:18
she's doing open-heart surgery over here.
307
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3096
izvaja operacije na odprtem srcu.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
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2976
Če jaz kuham, so vrata zaprta, otroci so zunaj,
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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2976
telefon je odložen, če vstopi, se razburim.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
310
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3071
Rečem ji: "Terry, prosim, mar ne vidiš da skušam ocvrti jajce. Daj mi mir" (Smeh)
14:31
(Laughter)
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6730
14:38
"Give me a break."
312
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1200
14:39
(Laughter)
313
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1720
Pravzaprav, poznate tisto staro filozofsko vprašanje,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
314
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2499
če drevo pade v gozdu in ga nihče ne sliši,
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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je res padlo? Se spomnite tistega miselnega oreha?
14:47
Remember that old chestnut?
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14:48
I saw a great t-shirt
recently, which said,
recently, which said,
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Zadnjič sem videl dobro majico, na kateri je pisalo: "Če moški izrazi svoje mnenje
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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v gozdu in ga nobena ženska ne sliši,
14:55
is he still wrong?"
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se še vedno moti?" (Smeh)
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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In tretja stvar o inteligenci je,
15:06
it's distinct.
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da je izrazita. Ta trenutek pišem novo knjigo,
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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kateri bo naslov "Epiphany" in bo temeljila na seriji
15:10
which is based on a series
of interviews with people
of interviews with people
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intervjujev z ljudmi, o tem, kako so odkrili
15:12
about how they discovered their talent.
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888849
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svoj talent. Očaran sem nad tem, kako so ljudje prišli do tja.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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Za to knjigo me je v resnici spodbudil pogovor
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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892986
3190
s čudovito žensko, za katero večina ljudi verjetno
nikoli ni slišala. Ime ji je Gillian Lynne,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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ste že slišali zanjo? Nekateri ste. Koreografinja je
15:22
Have you heard of her? Some have.
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in vsi poznajo njeno delo.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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Bila je koreografinja pri mjuziklih "Cats" in "Phantom of the Opera".
15:27
She did "Cats" and "Phantom of the Opera."
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2001
Čudovita je. Včasih sem bil član upravnega odbora Kraljevega baleta v Angliji,
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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kot lahko vidite.
15:32
as you can see.
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15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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Kakorkoli že, ko sva z Gillian nekega dne imela kosilo, sem ji rekel:
"Gillian, kako si postala plesalka?" In odgovorila je,
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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da je bilo zanimivo, ko je bila v šoli,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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je bila res brezupna. In šola, v 30ih,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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3602
je pisala njenim staršem pismo: "Mislimo,
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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2000
da ima Gillian motnjo učenja." Ni se mogla koncentrirati
ali sedeti pri miru. Mislim, da bi danes temu rekli
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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ADHD. Mar ne bi? Ampak to so bila 30ta,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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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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in ADHDja še niso izumili.
Ni bil razpoložljivo stanje. (Smeh)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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Ljudje niso vedeli, da ga lahko imajo.
16:01
People weren't aware they could have that.
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šla je k specialistu. Bila je v s hrastom obloženi sobi.
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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Tam je bila s svojo materjo
in odpeljali in posadili so jo na stol na koncu sobe,
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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kjer je 20 minut sedela na svojih rokah,
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
medtem ko je nek moški govoril z njeno mamo o vseh
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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952552
3639
problemih, ki jih je Gillian imela v šoli. Na koncu pogovora --
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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ker je motila ljudi,
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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vedno zamujala z domačo nalogo in tako dalje,
majhen otrok pri osmih -- na koncu je doktor prisedel
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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k Gillian in rekel: "Gillian,
tvoja mama mi je povedala veliko stvari
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
in sedaj moram zasebno govoriti z njo."
16:33
I need to speak to her privately.
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Rekel je: "Počakaj tukaj, kmalu bova nazaj."
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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2376
in sta šla ter jo pustila.
16:37
and they went and left her.
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2325
Ampak ko sta zapuščala sobo, je prižgal radio
16:39
But as they went out of the room,
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na svoji mizi. In ko sta
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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2500
zapustila sobo je rekel njeni mami:
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
"Samo opazujte jo." In v trenutku, ko sta zapustila sobo,
16:48
And the minute they left the room,
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2991
pravi, je bila na nogah in plesala.
16:51
she was on her feet, moving to the music.
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2484
Opazovala sta jo nekaj minut,
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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989523
3453
potem pa se je doktor obrnil k njeni mami in rekel:
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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3976
"Gospa Lynne, Gillian ni bolna, plesalka je.
17:01
Take her to a dance school."
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1976
Odpeljite jo v plesno šolo."
17:03
I said, "What happened?"
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999000
1976
Vprašal sem jo: "Kaj se je zgodilo?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
Odgovorila je: "Peljala me je. Ne znam povedati, kako čudovito je bilo.
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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Vstopili sva v neko sobo in bila je polna
ljudi, kot sem jaz. Ljudi, ki niso mogli sedeti pri miru.
17:10
People who couldn't sit still.
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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
Ljudi, ki so se morali premikati, da so mislili." Ki so se morali premikati, da so mislili.
Plesali so balet, plesali so step, plesali so jazz,
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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plesali so moderne plese, plesali so sodobne plese.
Končno je šla na avdicijo za Kraljevo baletno šolo,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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postala je solistka in imela čudovito kariero
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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1020244
3299
pri Kraljevi baletni šoli. Sčasoma je
diplomirala na Kraljevi baletni šoli
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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1023567
2608
in ustanovila svoje podjetje, Gillian Lynne Dance Company,
17:30
founded the Gillian Lynne Dance Company,
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1026200
1975
spoznala Andrew Lloyd Weberja. Odgovorna je za
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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1029568
1409
nekaj najbolj uspešnih produkcij glasbenih predstav
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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3146
v zgodovini, v njenem delu so uživali milijoni
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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1034172
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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4070
in ona je multimilijonarka. Nekdo drug
bi ji morda dal zdravila in ji rekel,
17:45
(Applause)
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6782
naj se pomiri.
Torej mislim -- (Aplavz) Kar mislim, da je na koncu pomembno, je tole:
17:52
What I think it comes to is this:
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1601
Al Gore je prejšnji večer govoril
17:54
Al Gore spoke the other night
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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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1052000
4269
o ekologiji in revoluciji, ki jo je sprožila Rachel Carson.
Verjamem, da je naše edino upanje za prihodnost
18:01
I believe our only hope for the future
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2166
privzeti novo pojmovanje ekologije čoveka,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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1059301
3833
kjer bomo obnovili naše pojmovanje
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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18:10
of the richness of human capacity.
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1066000
1976
bogastva človeških zmožnosti.
18:12
Our education system has mined our minds
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1068000
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Naš izobraževalni sistem je izkoriščal naše ume tako,
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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3276
kot mi izkoriščamo odprte kope: v iskanju določene surovine.
In za prihodnost to ne bo v redu.
18:19
And for the future, it won't serve us.
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2484
Premisliti moramo osnovne principe,
18:21
We have to rethink
the fundamental principles
the fundamental principles
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1077696
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18:24
on which we're educating our children.
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1968
po katerih izobražujemo svoje otroke.
Obstaja čudovit citat Jonasa Salka, ki je rekel: "Če vsi insekti
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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5039
izginejo z Zemlje,
se bo v 50 letih končalo vse življenje na Zemlji.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
Če ljudje izginejo z Zemlje,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
bodo v 50 letih vse oblike življenja na Zemlji vzcvetele"
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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2634
In prav ima.
18:44
And he's right.
401
1100244
1285
TED proslavlja dar človeške domišlije.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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Sedaj moramo biti previdni, da bomo modro uporabili ta dar
18:50
We have to be careful now
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in da se bomo izognili nekaterim scenarijem,
18:52
that we use this gift wisely
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18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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o katerih smo govorili. In edini način, da to naredimo je,
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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1114044
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da prepoznamo naše kreativne sposobnosti
19:02
for the richness they are
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1610
kot bogastvo, kakršno dejansko je,
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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in da vidimo naše otroke kot upanje, karšno dejansko so. In naša naloga je,
19:06
And our task is to educate
their whole being,
their whole being,
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da jih izobrazimo kot celostna bitja, da se bodo lahko soočili s prihodnostjo.
19:09
so they can face this future.
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1484
Mimogrede -- mi morda ne bomo videli te prihodnosti,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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ampak oni jo bodo. In naša je, da jim pomagamo
19:14
And our job is to help them
make something of it.
make something of it.
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narediti nekaj iz nje. Najlepša vam hvala.
19:17
Thank you very much.
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19:18
(Applause)
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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