TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sir Ken Robinson: Navalite z revolucijo učenja!
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V tem zbadljivem in zabavnem nadaljevanju njegovega legendarnega govora iz 2006, Sir Ken Robinson razloži, zakaj je treba narediti radikalen premik od standardiziranih šol k poosebljenemu učenju -- ustvarjanju pogojev, kjer se lahko razvijajo otrokovi naravni talenti.
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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Tukaj sem bil pred štirimi leti
00:15
and I remember, at the time,
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in spomnim se, da se takrat
00:17
that the talks weren't put online.
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govori niso objavljali na spletu;
00:20
I think they were given to TEDsters in a box,
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mislim, da so jih dajali TEDovcem v škatli,
00:24
a box set of DVDs,
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v setu DVD-jev,
00:26
which they put on their shelves, where they are now.
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ki so jih ti dali na police, kjer so še zdaj.
00:29
(Laughter)
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(smeh)
00:31
And actually, Chris called me
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In tako me je Chris poklical
00:33
a week after I'd given my talk
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en teden po mojem govoru
00:35
and he said, "We're going to start putting them online.
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in mi rekel: "Začeli jih bomo objavljati na spletu.
00:37
Can we put yours online?" And I said, "Sure."
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Lahko objavimo tvojega?" In sem rekel: "Seveda."
00:40
And four years later,
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In štiri leta kasneje,
00:42
as I said, it's been seen by four ...
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kot sem rekel, si ga je ogledalo štiri ...
00:44
Well, it's been downloaded four million times.
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pravzaprav so ga sneli s spleta štirimilijonkrat.
00:47
So I suppose you could multiply that by 20 or something
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Zato sklepam, da lahko to pomnožimo recimo z 20,
00:50
to get the number of people who've seen it.
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da dobimo število ljudi, ki ga je videlo.
00:52
And, as Chris says, there is a hunger
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In kot pravi Chris, obstaja lakota
00:56
for videos of me.
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po mojih videih.
00:58
(Laughter)
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(smeh)
01:01
(Applause)
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(aplavz)
01:06
... don't you feel?
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... čutite?
01:07
(Laughter)
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(smeh)
01:12
So, this whole event has been an elaborate build-up
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Ves ta dogodek je bil torej dovršena reklama
01:15
to me doing another one for you, so here it is.
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zame, da naredim še enega in tukaj je.
01:19
(Laughter)
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(smeh)
01:22
Al Gore spoke
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Al Gore je predaval
01:24
at the TED conference I spoke at four years ago
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na isti TED konferenci kot jaz pred štirimi leti
01:27
and talked about the climate crisis.
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in govoril o podnebni krizi.
01:29
And I referenced that
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In na to sem se navezal
01:31
at the end of my last talk.
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ob koncu mojega prejšnjega govora.
01:33
So I want to pick up from there
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Zato bi zdaj nadaljeval kar od tam,
01:35
because I only had 18 minutes, frankly.
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ker sem, iskreno rečeno, imel samo 18 minut.
01:38
So, as I was saying...
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Kot sem torej govoril...
01:40
(Laughter)
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(smeh)
01:48
You see, he's right.
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Vidite, prav ima.
01:50
I mean, there is a major climate crisis, obviously,
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Mislim, očitno je, da imamo večjo podnebno krizo.
01:53
and I think if people don't believe it, they should get out more.
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In mislim, da če ljudje tega ne verjamejo, naj malo več hodijo ven.
01:56
(Laughter)
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(smeh)
01:59
But I believe there's a second climate crisis,
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Vendar pa menim, da obstaja tudi druga podnebna kriza,
02:03
which is as severe,
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ki je prav tako huda,
02:05
which has the same origins,
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ima enak izvor
02:08
and that we have to deal with with the same urgency.
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in s katero se moramo spopasti z enako nujo.
02:11
And I mean by this --
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In s tem mislim --
02:13
and you may say, by the way, "Look, I'm good.
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mimogrede, lahko rečete "Glej, dovolj je.
02:15
I have one climate crisis;
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Imam eno podnebno krizo;
02:17
I don't really need the second one."
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res ne rabim še druge."
02:20
But this is a crisis of, not natural resources --
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Vendar to ni kriza naravnih virov,
02:22
though I believe that's true --
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čeprav verjamem, da je tudi to res,
02:25
but a crisis of human resources.
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temveč kriza človeških virov.
02:27
I believe fundamentally,
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V bistvu verjamem,
02:29
as many speakers have said during the past few days,
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kot je reklo že več govorcev v zadnjih nekaj dneh,
02:31
that we make very poor use
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da zelo slabo izkoriščamo
02:34
of our talents.
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svoje talente.
02:37
Very many people go through their whole lives
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Zelo veliko ljudi skozi vse svoje življenje
02:39
having no real sense of what their talents may be,
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nimajo pravega občutka, kakšne talente morda imajo,
02:42
or if they have any to speak of.
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ali če sploh imajo kakšnega omembe vrednega.
02:44
I meet all kinds of people
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Srečujem vsakovrstne ljudi,
02:46
who don't think they're really good at anything.
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ki mislijo, da niso v ničemer res dobri.
02:50
Actually, I kind of divide the world into two groups now.
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Pravzaprav zdaj delim svet na dve skupini.
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Jeremy Bentham, slavni utilitaristični filozof,
02:56
once spiked this argument.
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je nekoč ta argument zabil.
02:58
He said, "There are two types of people in this world:
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Rekel je: "Na svetu sta dve vrsti ljudi,
03:00
those who divide the world into two types
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tisti, ki delijo svet na dve vrsti
03:02
and those who do not."
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in tisti, ki ga ne."
03:04
(Laughter)
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(smeh)
03:09
Well, I do.
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No, jaz ga.
03:11
(Laughter)
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(smeh)
03:16
I meet all kinds of people
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Srečujem vsakovrstne ljudi,
03:18
who don't enjoy what they do.
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ki ne uživajo v tem, kar počnejo.
03:21
They simply go through their lives
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Preprosto živijo,
03:23
getting on with it.
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sprijaznjeni s tem.
03:25
They get no great pleasure from what they do.
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Nobene radosti nimajo v svojem delu.
03:27
They endure it rather than enjoy it
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Prenašajo ga, namesto, da bi v njem uživali
03:30
and wait for the weekend.
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in čakajo na vikend.
03:33
But I also meet people
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Srečujem pa tudi ljudi,
03:35
who love what they do
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ki ljubijo svoje delo in si
03:37
and couldn't imagine doing anything else.
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ne znajo predstavljati, da bi počeli karkoli drugega.
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Če bi jim rekli: "Ne delaj več tega,", bi se spraševali, o čem govorite.
03:42
Because it isn't what they do, it's who they are. They say,
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Ker ne gre za to, kar delajo, ampak za to, kar so.
03:45
"But this is me, you know.
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Pravijo: "Ampak to sem jaz, veš.
03:47
It would be foolish for me to abandon this, because
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Bilo bi neumno, če bi se temu odpovedal, ker
03:49
it speaks to my most authentic self."
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nagovarja moj pravi jaz."
03:51
And it's not true of enough people.
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In to ne velja za zadosti ljudi.
03:54
In fact, on the contrary, I think
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V bistvu ravno nasprotno; mislim,
03:56
it's still true of a minority of people.
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da so zagotovo v manjšini.
03:58
I think there are many
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In mislim, da je mnogo
04:00
possible explanations for it.
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možnih razlag tega.
04:02
And high among them
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Visoko med njimi
04:04
is education,
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je izobraževanje,
04:06
because education, in a way,
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ker izobraževanje na nek način
04:08
dislocates very many people
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zelo mnogo ljudi odrine stran
04:10
from their natural talents.
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od njihovih naravnih talentov.
04:12
And human resources are like natural resources;
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In človeški viri so kot naravni viri;
04:15
they're often buried deep.
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pogosto so globoko zakopani.
04:17
You have to go looking for them,
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Morate jih iti iskati.
04:19
they're not just lying around on the surface.
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Ne ležijo kar tako na površju.
04:21
You have to create the circumstances where they show themselves.
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Ustvariti morate okoliščine, v katerih se pokažejo.
04:24
And you might imagine
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In mogoče si predstavljate,
04:26
education would be the way that happens,
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da bo za to poskrbela izobrazba.
04:28
but too often it's not.
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Vendar prepogosto ne.
04:30
Every education system in the world
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Vse sisteme izobraževanja na svetu
04:32
is being reformed at the moment
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trenutno reformirajo.
04:34
and it's not enough.
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In to ni dovolj.
04:36
Reform is no use anymore,
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Reforme niso več uporabne,
04:38
because that's simply improving a broken model.
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ker samo izboljšujejo zgrešen model.
04:41
What we need --
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Kar potrebujemo --
04:43
and the word's been used many times during the course of the past few days --
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in ta beseda se je v teh nekaj dneh pogosto uporabila --
04:45
is not evolution,
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ni evolucija,
04:47
but a revolution in education.
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temveč revolucija v izobraževanju.
04:50
This has to be transformed
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Mora se preoblikovati
04:52
into something else.
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v nekaj drugega.
04:54
(Applause)
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(aplavz)
05:00
One of the real challenges
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Eden od resničnih izzivov
05:02
is to innovate fundamentally
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je prenoviti osnovo
05:04
in education.
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izobraževanja.
05:06
Innovation is hard
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Prenavljanje je težko,
05:08
because it means doing something
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saj pomeni početje nečesa,
05:10
that people don't find very easy, for the most part.
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kar se ljudem večinoma ne zdi preprosto.
05:12
It means challenging what we take for granted,
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Pomeni izpodbijanje stvari, ki so nam samoumevne,
05:15
things that we think are obvious.
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stvari, ki se nam zdijo očitne.
05:18
The great problem for reform
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Velik problem za reformo
05:20
or transformation
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ali preoblikovanje
05:22
is the tyranny of common sense;
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je tiranija zdrave pameti --
05:24
things that people think,
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stvari, ki jih ljudje mislijo:
05:26
"Well, it can't be done any other way because that's the way it's done."
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"Ne da se narediti drugače, ker se to dela na ta način."
05:28
I came across a great quote recently from Abraham Lincoln,
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Pred kratkim sem naletel na odličen citat Abrahama Lincolna,
05:31
who I thought you'd be pleased to have quoted at this point.
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za katerega sem mislil, da boste zadovoljni, če ga na tej točki citiram.
05:34
(Laughter)
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(smeh)
05:36
He said this in December 1862
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To je rekel decembra 1862
05:39
to the second annual meeting of Congress.
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na drugem letnem zasedanju kongresa.
05:43
I ought to explain that I have no idea what was happening at the time.
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Razložiti moram, da nimam pojma, kaj se je takrat dogajalo.
05:48
We don't teach American history in Britain.
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V Britaniji ne učimo ameriške zgodovine.
05:50
(Laughter)
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(smeh)
05:52
We suppress it. You know, this is our policy.
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Zatiramo jo. Veste, to je naša politika.
05:55
(Laughter)
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(smeh)
05:58
So, no doubt, something fascinating was happening in December 1862,
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Nedvomno se je decembra 1862 dogajalo nekaj očarljivega,
06:00
which the Americans among us
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česar se Američani med nami
06:02
will be aware of.
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zavedajo.
06:05
But he said this:
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A rekel je to:
06:07
"The dogmas
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"Dogme
06:09
of the quiet past
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tihe preteklosti
06:11
are inadequate to the stormy present.
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niso kos razburkani sedanjosti.
06:14
The occasion
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Situacija
06:16
is piled high with difficulty,
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je polna težav
06:18
and we must rise with the occasion."
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in s situacijo se moramo dvigniti."
06:21
I love that.
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To mi je všeč.
06:23
Not rise to it, rise with it.
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Ne spopasti se z njo, dvigniti se z njo.
06:27
"As our case is new,
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"Ker je naš primer nov,
06:29
so we must think anew
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moramo misliti na nov način
06:32
and act anew.
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in tudi delati na nov način.
06:35
We must disenthrall ourselves,
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Osvoboditi se moramo jarma
06:38
and then we shall save our country."
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in potem bomo rešili našo deželo."
06:41
I love that word, "disenthrall."
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Všeč mi je ta beseda, "osvoboditi".
06:43
You know what it means?
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Veste, kaj pomeni?
06:45
That there are ideas that all of us are enthralled to,
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Da obstajajo ideje, ki smo jim vsi podvrženi,
06:48
which we simply take for granted
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ki so nam preprosto samoumevne,
06:50
as the natural order of things, the way things are.
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kot naravni red stvari, kako stvari so.
06:52
And many of our ideas
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In veliko naših idej
06:54
have been formed, not to meet the circumstances of this century,
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je bilo oblikovanih, ne da se soočijo s težavami tega stoletja,
06:57
but to cope with the circumstances of previous centuries.
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temveč da bi se kosale z okoliščinami preteklih stoletij.
07:00
But our minds are still hypnotized by them,
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Vendar je naš razum še vedno hipnotiziran z njimi.
07:02
and we have to disenthrall ourselves of some of them.
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In od nekaj teh idej se moramo osvoboditi.
07:05
Now, doing this is easier said than done.
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To je seveda lažje reči, kot narediti.
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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Zelo težko je vedeti, mimogrede, kaj je tisto, kar nam je samoumevno.
07:11
And the reason is that you take it for granted.
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Razlog za to je, da nam je to samoumevno.
07:14
So let me ask you something you may take for granted.
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Naj vas torej vprašam nekaj, kar morda jemljete kot samoumevno.
07:17
How many of you here are over the age of 25?
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Koliko tukaj vas je starih več kot 25?
07:20
That's not what I think you take for granted,
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To ni to, kar mislim, da vam je samoumevno.
07:22
I'm sure you're familiar with that already.
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Prepričan sem, da vam je to že znano.
07:24
Are there any people here under the age of 25?
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Je tukaj kaj ljudi mlajših od 25?
07:27
Great. Now, those over 25,
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Odlično. Sedaj pa tisti čez 25,
07:30
could you put your hands up if you're wearing your wristwatch?
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lahko dvignete roke, če nosite zapestne ure?
07:33
Now that's a great deal of us, isn't it?
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Kar velik delež nas je, kaj ne?
07:36
Ask a room full of teenagers the same thing.
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Vprašajte isto sobo polno najstnikov.
07:39
Teenagers do not wear wristwatches.
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Najstniki ne nosijo zapestnih ur.
07:41
I don't mean they can't or they're not allowed to,
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Ne mislim, da ne morejo ali da ne smejo,
07:43
they just often choose not to.
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večinoma se odločijo, da jih ne bodo.
07:45
And the reason is, you see, that we were brought up
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Razlog za to pa je, da smo tisti, ki smo starejši
07:47
in a pre-digital culture, those of us over 25.
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od 25, odraščali v preddigitalni družbi.
07:50
And so for us, if you want to know the time
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Tako, če želimo vedeti, koliko je ura,
07:52
you have to wear something to tell it.
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moramo nositi nekaj, kar nam bo to povedalo.
07:54
Kids now live in a world which is digitized,
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Današnja mladina živi v digitaliziranem svetu
07:57
and the time, for them, is everywhere.
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in oni imajo uro povsod.
07:59
They see no reason to do this.
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Ne vidijo razloga, da bi to počeli.
08:01
And by the way, you don't need to do it either;
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In mimogrede, tudi vam ni treba;
08:03
it's just that you've always done it and you carry on doing it.
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ampak, ker ste to vedno počeli, to počnete še naprej.
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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Moja hčerka nikoli ne nosi ure, moja hčerka Kate, ki je stara 20.
08:09
She doesn't see the point.
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V tem ne vidi smisla.
08:11
As she says, "It's a single function device."
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In pravi, "To je naprava s samo eno funkcijo."
08:14
(Laughter)
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(smeh)
08:19
"Like, how lame is that?"
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"Mislim, to je pa res bedno!"
08:22
And I say, "No, no, it tells the date as well."
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In potem rečem, "Ne, ne, tudi datum kaže."
08:24
(Laughter)
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(smeh)
08:29
"It has multiple functions."
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"Ima več funkcij."
08:32
But, you see, there are things we're enthralled to in education.
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Ampak, vidite, obstajajo stvari, ki smo jim podvrženi v izobraževanju.
08:35
Let me give you a couple of examples.
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Naj navedem nekaj primerov.
08:37
One of them is the idea of linearity:
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Ena od njih je ideja linearnosti,
08:40
that it starts here and you go through a track
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da se začne tukaj in greste po progi
08:43
and if you do everything right, you will end up
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in če boste vse naredili pravilno, boste
08:45
set for the rest of your life.
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pripravljeni za preostanek življenja.
08:49
Everybody who's spoken at TED has told us implicitly,
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Vsi, ki so govorili na TED, so nam implicitno povedali,
08:51
or sometimes explicitly, a different story:
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včasih tudi eksplicitno, drugačno zgodbo,
08:54
that life is not linear; it's organic.
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da življenje ni linearno, temveč organsko.
08:57
We create our lives symbiotically
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Svoja življenja ustvarjamo v simbiozi,
08:59
as we explore our talents
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ko raziskujemo svoje talente
09:01
in relation to the circumstances they help to create for us.
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v odnosu do okoliščin, ki nam jih pomagajo ustvariti.
09:04
But, you know, we have become obsessed
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Toda veste, postali smo obsedeni
09:06
with this linear narrative.
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s to linearno pripovedjo.
09:08
And probably the pinnacle for education
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In najbrž je vrhunec izobraževanja,
09:10
is getting you to college.
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da se vpišemo na fakulteto.
09:12
I think we are obsessed with getting people to college.
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Mislim, da smo obsedeni s tem, da ljudi spravljamo na fakulteto,
09:15
Certain sorts of college.
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v določene vrste fakultet.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Ne pravim, da naj ne greste na fakulteto, vendar vsem ni treba
09:19
and not everybody needs to go now.
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in ni treba vsem iti zdaj.
09:21
Maybe they go later, not right away.
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Mogoče bodo šli kasneje, ne takoj.
09:23
And I was up in San Francisco a while ago
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Pred nekaj časa sem bil v San Franciscu,
09:25
doing a book signing.
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kjer sem podpisoval knjige.
09:27
There was this guy buying a book, he was in his 30s.
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In tam je bil en kupec, v svojih tridesetih.
09:29
And I said, "What do you do?"
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Vprašal sem ga: "Kaj delate?"
09:31
And he said, "I'm a fireman."
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In odgovoril je: "Gasilec sem."
09:34
And I said, "How long have you been a fireman?"
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In vprašal sem: "Kako dolgo ste že gasilec?"
09:36
He said, "Always. I've always been a fireman."
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Rekel je: "Vedno sem bil gasilec."
09:38
And I said, "Well, when did you decide?"
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In sem ga vprašal: "Kdaj pa ste se odločili?"
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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"Kot otrok," je rekel. "Pravzaprav je bil v šoli to zame problem,
09:43
because at school, everybody wanted to be a fireman."
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ker so v šoli vsi želeli biti gasilci."
09:46
He said, "But I wanted to be a fireman."
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Rekel je: "Vendar želel sem postati gasilec."
09:49
And he said, "When I got to the senior year of school,
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In rekel je: "Ko sem bil v zadnjem razredu šole,
09:52
my teachers didn't take it seriously.
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me učitelji niso jemali resno.
09:55
This one teacher didn't take it seriously.
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Še posebno en učitelj me ni jemal resno.
09:57
He said I was throwing my life away
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Rekel je, da mečem svoje življenje stran,
09:59
if that's all I chose to do with it;
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če je to vse, kar bom naredil z njim,
10:01
that I should go to college, I should become a professional person,
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naj grem raje na fakulteto, naj postanem profesionalec,
10:04
that I had great potential
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da imam velik potencial
10:06
and I was wasting my talent to do that."
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in da zapravljam svoj talent za gasilstvo."
10:08
And he said, "It was humiliating because
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In rekel je: "Bilo je ponižujoče, ker je
10:10
he said it in front of the whole class and I really felt dreadful.
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to povedal pred celim razredom in res sem počutil grozno.
10:12
But it's what I wanted, and as soon as I left school,
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Vendar sem si to želel in kakor hitro sem šel iz šole,
10:14
I applied to the fire service and I was accepted."
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sem se prijavil pri gasilcih in bil sem sprejet."
10:17
And he said, "You know, I was thinking about that guy recently,
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"Veste, o tem učitelju sem malo prej razmišljal,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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pred nekaj minutami, ko ste govorili,"
10:22
he said, "because six months ago,
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je rekel, "ker sem mu pred pol leta
10:24
I saved his life."
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rešil življenje."
10:26
(Laughter)
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(smeh)
10:28
He said, "He was in a car wreck,
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Rekel je: "Bil je v razbitem avtu
10:30
and I pulled him out, gave him CPR,
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in izvlekel sem ga, ga oživljal,
10:33
and I saved his wife's life as well."
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rešil pa sem tudi življenje njegove žene."
10:36
He said, "I think he thinks better of me now."
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Rekel je: "Mislim, da ima zdaj boljše mnenje o meni."
10:38
(Laughter)
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(smeh)
10:40
(Applause)
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(aplavz)
10:46
You know, to me,
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Veste, zame so
10:48
human communities depend upon
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človeške skupnosti odvisne
10:50
a diversity of talent,
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od raznolikih talentov,
10:52
not a singular conception of ability.
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ne pa od enotnega pojmovanja sposobnosti.
10:55
And at the heart of our challenges --
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In v srcu naših izzivov --
10:57
(Applause)
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(aplavz)
10:59
At the heart of the challenge
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V srcu izziva je,
11:01
is to reconstitute our sense of ability
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da na novo vzpostavimo naše dojemanje
11:03
and of intelligence.
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sposobnosti in inteligence.
11:05
This linearity thing is a problem.
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Ta linearnost je problem.
11:07
When I arrived in L.A.
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Ko sem pred devetimi leti
11:09
about nine years ago,
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prispel v Los Angeles,
11:11
I came across a policy statement --
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sem naletel na izjavo o politiki
11:14
very well-intentioned --
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z zelo dobrimi nameni,
11:16
which said, "College begins in kindergarten."
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ki je trdila: "Fakulteta se začne v vrtcu."
11:21
No, it doesn't.
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Ne, se ne.
11:23
(Laughter)
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(smeh)
11:26
It doesn't.
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Se ne.
11:28
If we had time, I could go into this, but we don't.
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Če bi imeli čas, bi se lahko temu posvetil, vendar ga nimamo.
11:31
(Laughter)
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(smeh)
11:33
Kindergarten begins in kindergarten.
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Vrtec se začne v vrtcu.
11:35
(Laughter)
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(smeh)
11:37
A friend of mine once said,
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Moj prijatelj je nekoč rekel:
11:39
"You know, a three year-old is not half a six year-old."
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"Veš, triletnik ni polovica šestletnika."
11:42
(Laughter)
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(smeh)
11:44
(Applause)
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(aplavz)
11:49
They're three.
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Tri so.
11:51
But as we just heard in this last session,
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Ampak, kot smo slišali na prejšnji seji,
11:53
there's such competition now to get into kindergarten --
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je zdaj takšna konkurenca za vpis v vrtec,
11:56
to get to the right kindergarten --
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za vpis v pravi vrtec,
11:58
that people are being interviewed for it at three.
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da so otroci na razgovorih za vpis, ko so stari tri leta.
12:03
Kids sitting in front of unimpressed panels,
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Otroci, ki sedijo pred neimpresioniranimi odbori,
12:05
you know, with their resumes,
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veste, s svojimi rezimeji,
12:07
(Laughter)
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(smeh)
12:10
flipping through and saying, "Well, this is it?"
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ki jih preletavajo in sprašujejo: "To je to?"
12:12
(Laughter)
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(smeh)
12:14
(Applause)
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(aplavz)
12:17
"You've been around for 36 months, and this is it?"
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"Na svetu si že 36 mesecev in to je vse?"
12:20
(Laughter)
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(smeh)
12:27
"You've achieved nothing -- commit.
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"Nič nisi dosegel, priznaj.
12:30
Spent the first six months breastfeeding, the way I can see it."
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Kolikor vidim, si prvih šest mesecev samo sesal pri mami."
12:33
(Laughter)
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(smeh)
12:38
See, it's outrageous as a conception, but it [unclear].
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Vidite, nezaslišana zamisel, vendar privlači ljudi.
12:41
The other big issue is conformity.
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Drug velik problem je konformnost.
12:43
We have built our education systems
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Svoje izobraževalne sisteme smo zgradili
12:45
on the model of fast food.
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po modelu hitre prehrane.
12:47
This is something Jamie Oliver talked about the other day.
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O tem je pred nekaj dnevi govoril Jamie Oliver.
12:50
You know there are two models of quality assurance in catering.
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V gostinstvu sta dva modela zagotavljanja kakovosti.
12:52
One is fast food,
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En je hitra prehrana,
12:54
where everything is standardized.
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kjer je vse standardizirano.
12:56
The other are things like Zagat and Michelin restaurants,
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Drug pa so stvari kot restavracije Zagat in Michelin,
12:58
where everything is not standardized,
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kjer ni vse standardizirano,
13:00
they're customized to local circumstances.
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prilagodijo se lokalnim okoliščinam.
13:02
And we have sold ourselves into a fast food model of education,
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In prodali smo se v izobraževanje po modelu hitre prehrane.
13:05
and it's impoverishing our spirit and our energies
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To pa osiromašuje našega duha in naše energije,
13:08
as much as fast food is depleting our physical bodies.
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tako kot hitra prehrana izčrpava naša fizična telesa.
13:11
(Applause)
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(aplavz)
13:17
I think we have to recognize a couple of things here.
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Mislim, da si moramo priznati dvoje.
13:19
One is that human talent is tremendously diverse.
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Prvič, da je človeški talent sila raznolik.
13:22
People have very different aptitudes.
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Ljudje imajo zelo različne nadarjenosti.
13:24
I worked out recently that
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Nedavno sem spoznal,
13:26
I was given a guitar as a kid
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da so mi kot otroku dali kitaro
13:28
at about the same time that Eric Clapton got his first guitar.
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ob približno enakem času, kot je Eric Clapton dobil svojo prvo kitaro.
13:32
You know, it worked out for Eric, that's all I'm saying.
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Veste, Ericu se je izšlo, samo to pravim.
13:35
(Laughter)
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(smeh)
13:37
In a way, it did not for me.
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Na nek način se zame ni.
13:39
I could not get this thing to work
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Te reči nisem mogel spraviti v delovanje,
13:42
no matter how often or how hard I blew into it.
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ne glede na to, kako pogosto in kako močno sem pihal vanjo.
13:44
(Laughter) It just wouldn't work.
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Preprosto ni delala.
13:49
But it's not only about that.
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Vendar ne gre samo za to.
13:51
It's about passion.
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Gre za strast.
13:53
Often, people are good at things they don't really care for.
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Pogosto so ljudje dobri v rečeh, za katere jim ni mar.
13:55
It's about passion,
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Gre za strast
13:57
and what excites our spirit and our energy.
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in kar draži naš duh in našo energijo.
14:00
And if you're doing the thing that you love to do, that you're good at,
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In če počnete nekaj, kar imate radi in v čemer ste dobri,
14:03
time takes a different course entirely.
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gre čas po čisto drugačni poti.
14:06
My wife's just finished writing a novel,
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Moja žena je pravkar zaključila s pisanjem romana
14:09
and I think it's a great book,
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in mislim, da je imenitna knjiga,
14:11
but she disappears for hours on end.
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vendar izgine za več ur.
14:14
You know this, if you're doing something you love,
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Veste, kako je to, če delate nekaj, kar imate radi,
14:16
an hour feels like five minutes.
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in se ura zdi kot pet minut.
14:19
If you're doing something that doesn't resonate with your spirit,
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Če delate nekaj, kar ni v sozvočju z vašim duhom,
14:21
five minutes feels like an hour.
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se pet minut zdi kot ena ura.
14:23
And the reason so many people are opting out of education
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In razlog, da toliko ljudi prekine izobraževanje,
14:26
is because it doesn't feed their spirit,
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je to, da jim ne hrani duha,
14:28
it doesn't feed their energy or their passion.
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ne hrani jim energije ali njihove strasti.
14:31
So I think we have to change metaphors.
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Tako da mislim, da moramo spremeniti podobe.
14:34
We have to go from what is essentially an industrial model of education,
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Moramo preiti od v svojem bistvu industrijskega modela izobraževanja,
14:37
a manufacturing model,
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proizvodnega modela,
14:39
which is based on linearity
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ki temelji na linearnosti
14:41
and conformity and batching people.
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in konformnosti in kupčkanju ljudi.
14:44
We have to move to a model
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Premakniti se moramo k modelu,
14:46
that is based more on principles of agriculture.
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ki temelji na principih poljedelstva.
14:49
We have to recognize that human flourishing
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Zavedati se moramo, da človeški napredek
14:52
is not a mechanical process;
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ni mehanični proces,
14:54
it's an organic process.
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je organski proces.
14:56
And you cannot predict the outcome of human development.
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In ne morete predvideti rezultata človeškega razvoja;
14:59
All you can do, like a farmer,
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vse, kar lahko naredite, tako kot kmet,
15:01
is create the conditions under which
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je, da ustvarite pogoje, pod katerimi
15:03
they will begin to flourish.
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bodo začeli napredovati.
15:05
So when we look at reforming education and transforming it,
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Ko pogledamo na reformiranje in spreminjanje izobraževanja,
15:08
it isn't like cloning a system.
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ne gre za kloniranje sistema.
15:11
There are great ones, like KIPP's; it's a great system.
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Obstajajo sijajni sistemi kot je KIPP (program znanje je moč), to je sijajen sistem.
15:13
There are many great models.
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Obstajajo mnogi sijajni modeli.
15:15
It's about customizing to your circumstances
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Gre za prilagajanje vašim okoliščinam
15:18
and personalizing education
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in poosebljanje izobraževanja
15:20
to the people you're actually teaching.
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z ljudmi, ki jih dejansko učite.
15:22
And doing that, I think,
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In to početje je po mojem mnenju
15:24
is the answer to the future
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odgovor prihodnosti,
15:26
because it's not about scaling a new solution;
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saj ne gre za določanje nove rešitve;
15:29
it's about creating a movement in education
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gre za oblikovanje gibanja v izobraževanju,
15:31
in which people develop their own solutions,
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v katerem ljudje razvijajo svoje lastne rešitve,
15:34
but with external support based on a personalized curriculum.
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vendar z zunanjo podporo, ki temelji na poosebljenem kurikulumu.
15:37
Now in this room,
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V tem prostoru
15:39
there are people who represent
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so ljudje, ki predstavljajo
15:41
extraordinary resources in business,
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izjemne vire v poslovnem svetu,
15:43
in multimedia, in the Internet.
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v multimediji, na spletu.
15:45
These technologies,
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Te tehnologije,
15:47
combined with the extraordinary talents of teachers,
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kombinirane z izjemnimi talenti učiteljev,
15:50
provide an opportunity to revolutionize education.
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ponujajo priložnost za revolucioniranje izobraževanja.
15:53
And I urge you to get involved in it
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In pozivam vas, da se vključite,
15:55
because it's vital, not just to ourselves,
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ker je odločilno, ne samo za nas,
15:57
but to the future of our children.
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ampak tudi za prihodnost naših otrok,
15:59
But we have to change from the industrial model
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vendar moramo preiti od industrijskega modela
16:01
to an agricultural model,
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k poljedelskemu modelu,
16:03
where each school can be flourishing tomorrow.
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kjer je vsaka šola lahko uspešna jutri.
16:06
That's where children experience life.
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Tam otroci izkusijo življenje.
16:08
Or at home, if that's where they choose to be educated
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Ali doma, če izberejo, da se bodo šolali doma
16:10
with their families or their friends.
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s svojimi družinami in prijatelji.
16:12
There's been a lot of talk about dreams
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V teh dneh je bilo
16:14
over the course of this few days.
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veliko govora o sanjah.
16:17
And I wanted to just very quickly ...
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In samo na hitro želim --
16:19
I was very struck by Natalie Merchant's songs last night,
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Sinoči so me pesmi Natalie Merchant, ki obuja staro poezijo,
16:22
recovering old poems.
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zadele v živo.
16:24
I wanted to read you a quick, very short poem
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Želel sem vam prebrati hitro, zelo kratko pesem
16:26
from W. B. Yeats, who some of you may know.
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W.B. Yeatsa, ki ga morda poznate.
16:29
He wrote this to his love,
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To je napisal svoji ljubezni,
16:31
Maud Gonne,
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Maud Gonne,
16:33
and he was bewailing the fact that
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in objokoval je dejstvo,
16:36
he couldn't really give her what he thought she wanted from him.
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da ji ni mogel v resnici nuditi, kar je mislil, da želi od njega.
16:39
And he says, "I've got something else, but it may not be for you."
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In pravi: "Imam nekaj drugega, a morda ni zate."
16:42
He says this:
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Pravi to:
16:44
"Had I the heavens' embroidered cloths,
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"Ko bi imel nebeško okrašene obleke,
16:47
Enwrought with gold
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obdelane z zlato
16:49
and silver light,
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in srebrno svetlobo,
16:51
The blue and the dim
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modre in mračne
16:53
and the dark cloths
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in temne obleke
16:55
Of night and light and the half-light,
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noči in svetlobe in polsvetlobe,
16:58
I would spread the cloths under your feet:
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bi jih razprostrl pred tvojimi nogami;
17:01
But I, being poor,
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A reven kot sem,
17:04
have only my dreams;
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imam samo svoje sanje;
17:07
I have spread my dreams under your feet;
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razgrnil sem svoje sanje pred tvojimi nogami;
17:10
Tread softly
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stopaj narahlo,
17:12
because you tread on my dreams."
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ker hodiš po mojih sanjah."
17:15
And every day, everywhere,
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In vsak dan, povsod,
17:18
our children spread their dreams beneath our feet.
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naši otroci razgrinjajo svoje sanje pod našimi nogami.
17:21
And we should tread softly.
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In stopati moramo narahlo.
17:24
Thank you.
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Hvala.
17:26
(Applause)
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(aplavz)
17:43
Thank you very much.
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Najlepša hvala.
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