TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sir Ken Robinson: Započnimo revoluciju učenja!
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U ovom dirljivom, duhovitom nastavku svog slavnog govora iz 2006., Sir Ken Robinson zagovara radikalan prelaz sa standardizovanih škola na personalizovano učenje - i kreiranje uslova u kojima dečiji prirodni talenti mogu da procvetaju.
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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Bio sam ovde pre četiri godine
00:15
and I remember, at the time,
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i sećam se, u to vreme,
00:17
that the talks weren't put online.
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prezentacije nisu postavljane online;
00:20
I think they were given to TEDsters in a box,
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mislim da su ih davali TEDovcima u kutiji,
00:24
a box set of DVDs,
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u kutiji u setu DVD-a
00:26
which they put on their shelves, where they are now.
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koje su oni stavili na svoje police, gde se i sada nalaze.
00:29
(Laughter)
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(smeh)
00:31
And actually, Chris called me
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Ustvari Kris me je pozvao
00:33
a week after I'd given my talk
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nedelju dana posle mog govora
00:35
and he said, "We're going to start putting them online.
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i rekao, "Počećemo da ih stavljamo na net.
00:37
Can we put yours online?" And I said, "Sure."
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Možemo li i Vaš da stavimo?" Ja sam rekao, "Naravno."
00:40
And four years later,
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I četiri godine kasnije,
00:42
as I said, it's been seen by four ...
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kako rekoh, gledalo ga je četiri...
00:44
Well, it's been downloaded four million times.
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Pa, četiri miliona puta je skinut.
00:47
So I suppose you could multiply that by 20 or something
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Pretpostavljam da to možete pomnožiti sa 20 ili nekim brojem,
00:50
to get the number of people who've seen it.
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da biste dobili broj ljudi koji ga je pogledao.
00:52
And, as Chris says, there is a hunger
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I kako Kris kaže, postoji glad
00:56
for videos of me.
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za mojim snimcima.
00:58
(Laughter)
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(smeh)
01:01
(Applause)
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(aplauz)
01:06
... don't you feel?
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... zar ne mislite tako?
01:07
(Laughter)
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(smeh)
01:12
So, this whole event has been an elaborate build-up
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Znači ceo ovaj događaj je jedan složeni uvod
01:15
to me doing another one for you, so here it is.
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kako bih ja održao još jednu prezentaciju, pa evo je.
01:19
(Laughter)
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(smeh)
01:22
Al Gore spoke
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Al Gor je govorio
01:24
at the TED conference I spoke at four years ago
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na TED konferenciji kad i ja pre četiri godine
01:27
and talked about the climate crisis.
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i pričao je o klimatskoj krizi.
01:29
And I referenced that
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I ja sam to pomenuo
01:31
at the end of my last talk.
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na kraju mog prethodnog govora.
01:33
So I want to pick up from there
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Dakle, želim da nastavim odatle
01:35
because I only had 18 minutes, frankly.
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jer iskreno, imao sam samo 18 minuta.
01:38
So, as I was saying...
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Dakle, kao što sam rekao...
01:40
(Laughter)
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(smeh)
01:48
You see, he's right.
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Vidite, u pravu je.
01:50
I mean, there is a major climate crisis, obviously,
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Mislim, očigledno postoji velika klimatska kriza.
01:53
and I think if people don't believe it, they should get out more.
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I mislim da ako ljudi ne veruju u to, trebalo bi više da izlaze.
01:56
(Laughter)
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(smeh)
01:59
But I believe there's a second climate crisis,
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Ali ja verujem da postoji i druga klimatska kriza,
02:03
which is as severe,
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koja je podjednako oštra,
02:05
which has the same origins,
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ima isto poreklo,
02:08
and that we have to deal with with the same urgency.
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i s kojom treba da se suočimo sa istom hitnošću.
02:11
And I mean by this --
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Pod ovim mislim -
02:13
and you may say, by the way, "Look, I'm good.
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a usput, vi možete reći, "Vidi, ja sam ok.
02:15
I have one climate crisis;
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Imam jednu klimatsku krizu;
02:17
I don't really need the second one."
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zaista mi nije potrebna i druga."
02:20
But this is a crisis of, not natural resources --
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Ali ovo nije kriza prirodnih resursa,
02:22
though I believe that's true --
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mada verujem da je to istina,
02:25
but a crisis of human resources.
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nego je kriza ljudskih resursa.
02:27
I believe fundamentally,
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Iskreno verujem,
02:29
as many speakers have said during the past few days,
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kao što su mnogi govornici rekli tokom proteklih nekoliko dana,
02:31
that we make very poor use
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da veoma slabo koristimo
02:34
of our talents.
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naše talente.
02:37
Very many people go through their whole lives
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Mnogo ljudi ide kroz cele svoje živote
02:39
having no real sense of what their talents may be,
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nemajući nikakvog pojma o tome šta su možda njihovi talenti
02:42
or if they have any to speak of.
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ili da li ih uopšte imaju.
02:44
I meet all kinds of people
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Srećem svakojake ljude
02:46
who don't think they're really good at anything.
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koji ne misle da su dobri u bilo čemu.
02:50
Actually, I kind of divide the world into two groups now.
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Ustvari, ja nekako sad delim svet u dve grupe.
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Džeremi Bentam, veliki utilitaristički filozof,
02:56
once spiked this argument.
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jednom je rekao ovo.
02:58
He said, "There are two types of people in this world:
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Rekao je, "Postoje dve vrste ljudi na svetu,
03:00
those who divide the world into two types
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oni koji dele svet na dve vrste
03:02
and those who do not."
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i oni koji to ne rade."
03:04
(Laughter)
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(smeh)
03:09
Well, I do.
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Pa, ja to radim.
03:11
(Laughter)
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(smeh)
03:16
I meet all kinds of people
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Srećem svakakve ljude
03:18
who don't enjoy what they do.
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koji ne uživaju u onome što rade.
03:21
They simply go through their lives
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Jednostavno idu kroz život
03:23
getting on with it.
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odrađujući ga.
03:25
They get no great pleasure from what they do.
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Nemaju veliko zadovoljstvo iz onoga što rade.
03:27
They endure it rather than enjoy it
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Oni izdržavaju, umesto da uživaju,
03:30
and wait for the weekend.
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i čekaju vikend.
03:33
But I also meet people
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Ali takođe srećem i ljude
03:35
who love what they do
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koji vole to što rade
03:37
and couldn't imagine doing anything else.
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i ne mogu da zamisle da rade bilo šta drugo.
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Da im kažete, "Nemoj više to da radiš", pitali bi se o čemu pričate.
03:42
Because it isn't what they do, it's who they are. They say,
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Jer to nije ono što oni rade, nego šta oni jesu. Oni kažu,
03:45
"But this is me, you know.
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"Ali znaš, ovo sam ja.
03:47
It would be foolish for me to abandon this, because
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Bilo bi glupo od mene da napustim ovo, jer
03:49
it speaks to my most authentic self."
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to se odnosi na najautentičniji deo mene."
03:51
And it's not true of enough people.
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A to za mnoge ljude nije istina.
03:54
In fact, on the contrary, I think
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Ustvari, naprotiv, mislim
03:56
it's still true of a minority of people.
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da se sigurno odnosi na manjinu ljudi.
03:58
I think there are many
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I mislim da postoji mnogo
04:00
possible explanations for it.
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mogućih objašnjenja za to.
04:02
And high among them
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A visoko među njima
04:04
is education,
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je obrazovanje,
04:06
because education, in a way,
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jer obrazovanje, na neki način,
04:08
dislocates very many people
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udaljava veoma mnogo ljudi
04:10
from their natural talents.
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od njihovih prirodnih talenata.
04:12
And human resources are like natural resources;
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A ljudski resursi su kao prirodni resursi;
04:15
they're often buried deep.
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često se nalaze duboko.
04:17
You have to go looking for them,
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Moramo da ih tražimo.
04:19
they're not just lying around on the surface.
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Ne leže samo tako na površini.
04:21
You have to create the circumstances where they show themselves.
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Morate da napravite okolnosti u kojima će se oni pokazati.
04:24
And you might imagine
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I možete pomisliti
04:26
education would be the way that happens,
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da se to dešava obrazovanjem.
04:28
but too often it's not.
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Ali previše često se ne dešava.
04:30
Every education system in the world
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Svaki obrazovni sistem u svetu
04:32
is being reformed at the moment
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se trenutno reformiše.
04:34
and it's not enough.
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A to nije dovoljno.
04:36
Reform is no use anymore,
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Reforma nije više od koristi,
04:38
because that's simply improving a broken model.
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jer to je samo popravljanje pokvarenog modela.
04:41
What we need --
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Ono što nam je potrebno -
04:43
and the word's been used many times during the course of the past few days --
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i ta reč je mnogo puta korišćena poslednjih nekoliko dana -
04:45
is not evolution,
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nije evolucija,
04:47
but a revolution in education.
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nego revolucija u obrazovanju.
04:50
This has to be transformed
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Ono mora biti transformisano
04:52
into something else.
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u nešto drugo.
04:54
(Applause)
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(aplauz)
05:00
One of the real challenges
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Jedan od pravih izazova
05:02
is to innovate fundamentally
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je iz osnova menjati
05:04
in education.
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obrazovanje.
05:06
Innovation is hard
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Promena je teška
05:08
because it means doing something
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jer to znači da radite nešto
05:10
that people don't find very easy, for the most part.
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što ljudima većinom nije lako.
05:12
It means challenging what we take for granted,
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To znači preispitivanje onoga što uzimamo zdravo za gotovo,
05:15
things that we think are obvious.
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stvari za koje mislimo da su očigledne.
05:18
The great problem for reform
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Veliki problem reforme
05:20
or transformation
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ili transformacije
05:22
is the tyranny of common sense;
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je tiranija zdravog razuma,
05:24
things that people think,
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stvari o kojima ljudi misle,
05:26
"Well, it can't be done any other way because that's the way it's done."
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"Pa, ne može se raditi nikako drugačije, jer tako se to radi."
05:28
I came across a great quote recently from Abraham Lincoln,
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Naišao sam nedavno na jedan odličan citat Abrahama Linkolna,
05:31
who I thought you'd be pleased to have quoted at this point.
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za koga sam mislio da će vam biti drago da ga u ovom momentu citiram.
05:34
(Laughter)
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(smeh)
05:36
He said this in December 1862
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Rekao je ovo decembra 1862.
05:39
to the second annual meeting of Congress.
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na drugom godišnjem sastanku Kongresa.
05:43
I ought to explain that I have no idea what was happening at the time.
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Moram da objasnim da nemam pojma šta se tada dešavalo.
05:48
We don't teach American history in Britain.
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Ne predajemo američku istoriju u Britaniji.
05:50
(Laughter)
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(smeh)
05:52
We suppress it. You know, this is our policy.
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Potiskujemo je. Znate, 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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Dakle, bez sumnje, nešto fascinantno se dešavalo u decembru 1862.,
06:00
which the Americans among us
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čega će Amerikanci među nama
06:02
will be aware of.
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biti svesni.
06:05
But he said this:
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Ali on je rekao ovo:
06:07
"The dogmas
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"Dogme
06:09
of the quiet past
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tihe prošlosti
06:11
are inadequate to the stormy present.
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ne odgovaraju uzburkanoj sadašnjosti.
06:14
The occasion
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Okolnosti
06:16
is piled high with difficulty,
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su pune teškoća
06:18
and we must rise with the occasion."
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i moramo da se izdignemo sa okolnostima."
06:21
I love that.
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Obožavam to.
06:23
Not rise to it, rise with it.
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Ne da dorastemo, nego da se zajedno izdignemo.
06:27
"As our case is new,
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Kako je naš slučaj 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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i činiti na nov način.
06:35
We must disenthrall ourselves,
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Moramo se odčarati
06:38
and then we shall save our country."
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i onda ćemo spasiti svoju zemlju."
06:41
I love that word, "disenthrall."
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Obožavam tu reč, "odčarati".
06:43
You know what it means?
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Znate li šta znači?
06:45
That there are ideas that all of us are enthralled to,
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Da postoje ideje kojima smo svi začarani,
06:48
which we simply take for granted
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koje jednostavno uzimamo zdravo za gotovo,
06:50
as the natural order of things, the way things are.
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kao prirodni poredak stvari, stanje stvari.
06:52
And many of our ideas
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I mnoge naše ideje su nastale
06:54
have been formed, not to meet the circumstances of this century,
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ne da se suoče sa okolnostima ovog veka,
06:57
but to cope with the circumstances of previous centuries.
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nego da izađu na kraj sa okolnostima prošlih vekova.
07:00
But our minds are still hypnotized by them,
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Ali naši umovi su još uvek njima hipnotisani.
07:02
and we have to disenthrall ourselves of some of them.
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I moramo se odčarati od nekih od njih.
07:05
Now, doing this is easier said than done.
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Sad, ovo je lakše reći nego učiniti.
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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Usput, veoma je teško znati šta je to što uzimate zdravo za gotovo.
07:11
And the reason is that you take it for granted.
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A razlog je taj što ga uzimate zdravo za gotovo.
07:14
So let me ask you something you may take for granted.
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Dozvolite mi da vas pitam nešto što možda uzimate zdravo za gotovo.
07:17
How many of you here are over the age of 25?
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Koliko vas ovde ima preko 25 godina?
07:20
That's not what I think you take for granted,
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Ne mislim da to uzimate zdravo za gotovo.
07:22
I'm sure you're familiar with that already.
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Siguran sam da vam je to već poznato.
07:24
Are there any people here under the age of 25?
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Ima li ovde ljudi mlađih od 25 godina?
07:27
Great. Now, those over 25,
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Odlično. Sad, vi preko 25,
07:30
could you put your hands up if you're wearing your wristwatch?
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možete li podići ruke ako nosite sat?
07:33
Now that's a great deal of us, isn't it?
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To je dosta nas, zar ne?
07:36
Ask a room full of teenagers the same thing.
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Pitajte istu stvar u sobi punoj tinejdžera.
07:39
Teenagers do not wear wristwatches.
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Tinejdžeri ne nose ručne satove.
07:41
I don't mean they can't or they're not allowed to,
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Ne mislim da ne mogu ili da im nije dozvoljeno,
07:43
they just often choose not to.
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samo često biraju da ne nose.
07:45
And the reason is, you see, that we were brought up
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A razlog je u tome, vidite, što smo mi preko 25
07:47
in a pre-digital culture, those of us over 25.
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odrasli u pre-digitalnoj kulturi.
07:50
And so for us, if you want to know the time
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I ako mi želimo da znamo koliko je sati,
07:52
you have to wear something to tell it.
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moramo da nosimo nešto što to pokazuje.
07:54
Kids now live in a world which is digitized,
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Deca sada žive u digitalizovanom svetu,
07:57
and the time, for them, is everywhere.
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i za njih je vreme svuda.
07:59
They see no reason to do this.
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Ne vide razlog da nose sat.
08:01
And by the way, you don't need to do it either;
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I usput, ni vi ne morate to da radite;
08:03
it's just that you've always done it and you carry on doing it.
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ali uvek ste tako radili i nastavljate to da radite.
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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Moja ćerka, Kejt, koja ima 20 godina, nikada ne nosi sat.
08:09
She doesn't see the point.
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Ne vidi svrhu u tome.
08:11
As she says, "It's a single function device."
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I kaže, "To je sprava sa samo jednom funkcijom".
08:14
(Laughter)
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(smeh)
08:19
"Like, how lame is that?"
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"Mislim, koliko je to jadno?"
08:22
And I say, "No, no, it tells the date as well."
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A ja kažem, "Ne, ne, može i datum da se vidi."
08:24
(Laughter)
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(smeh)
08:29
"It has multiple functions."
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"Ima više funkcija".
08:32
But, you see, there are things we're enthralled to in education.
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Ali vidite, postoje stvari kojima smo začarani u obrazovanju.
08:35
Let me give you a couple of examples.
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Daću vam par primera.
08:37
One of them is the idea of linearity:
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Jedan od njih je ideja o linearnosti,
08:40
that it starts here and you go through a track
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da počinje ovde i idete putem
08:43
and if you do everything right, you will end up
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i ako sve dobro uradite, završite
08:45
set for the rest of your life.
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obezbeđeni do kraja života.
08:49
Everybody who's spoken at TED has told us implicitly,
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Svi koji su pričali na TED-u rekli su nam implicitno,
08:51
or sometimes explicitly, a different story:
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ponekad i eksplicitno, drugačiju priču,
08:54
that life is not linear; it's organic.
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da život nije linearan, nego organski.
08:57
We create our lives symbiotically
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Stvaramo svoje živote simbiotički
08:59
as we explore our talents
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kako istražujemo svoje talente
09:01
in relation to the circumstances they help to create for us.
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u odnosu na okolnosti koje nam oni stvaraju.
09:04
But, you know, we have become obsessed
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Ali znate, postali smo opsednuti
09:06
with this linear narrative.
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tim linearnim narativom.
09:08
And probably the pinnacle for education
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I verovatno je vrhunac obrazovanja
09:10
is getting you to college.
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upis na fakultet.
09:12
I think we are obsessed with getting people to college.
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Mislim da smo opsednuti time da upišemo ljude na fakultet,
09:15
Certain sorts of college.
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određene vrste fakulteta.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Ne mislim da ne bi trebalo da idete na fakultet, ali nema potrebe da svi idu,
09:19
and not everybody needs to go now.
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i ne treba svi da idu sada.
09:21
Maybe they go later, not right away.
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Možda da odu kasnije, ne odmah.
09:23
And I was up in San Francisco a while ago
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Nedavno sam bio u San Francisku,
09:25
doing a book signing.
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potpisivao sam knjigu.
09:27
There was this guy buying a book, he was in his 30s.
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Bio je jedan tip koji je kupio knjigu, tridesetih godina.
09:29
And I said, "What do you do?"
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Pitao sam, "Čime se bavite?"
09:31
And he said, "I'm a fireman."
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Rekao je, "Ja sam vatrogasac."
09:34
And I said, "How long have you been a fireman?"
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Pitao sam ga, "Koliko dugo ste već vatrogasac?"
09:36
He said, "Always. I've always been a fireman."
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Rekao je, "Oduvek, oduvek sam vatrogasac."
09:38
And I said, "Well, when did you decide?"
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Rekao sam, "Pa, kada ste odlučili?"
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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Rekao je, "Kao klinac". Rekao je, "Ustvari, imao sam problema u školi,
09:43
because at school, everybody wanted to be a fireman."
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jer u školi su svi želeli da budu vatrogasci."
09:46
He said, "But I wanted to be a fireman."
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Rekao je, "Ali ja sam želeo da budem vatrogasac."
09:49
And he said, "When I got to the senior year of school,
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I rekao je, "Kada sam došao do završne godine škole,
09:52
my teachers didn't take it seriously.
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moji nastavnici nisu to ozbiljno shvatali.
09:55
This one teacher didn't take it seriously.
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Ovaj jedan nastavnik nije me ozbiljno shvatao.
09:57
He said I was throwing my life away
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Rekao je da odbacujem svoj život
09:59
if that's all I chose to do with it;
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ako je to sve što ću da radim,
10:01
that I should go to college, I should become a professional person,
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da bi trebalo da idem na fakultet, da postanem profesionalac,
10:04
that I had great potential
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da imam veliki potencijal,
10:06
and I was wasting my talent to do that."
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i da traćim svoj talenat ako to uradim."
10:08
And he said, "It was humiliating because
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I rekao je, "Bilo je to ponižavajuće
10:10
he said it in front of the whole class and I really felt dreadful.
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jer je to rekao pred celim razredom i osećao sam se užasno.
10:12
But it's what I wanted, and as soon as I left school,
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Ali to sam želeo i čim sam završio školu
10:14
I applied to the fire service and I was accepted."
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prijavio sam se u vatrogasnu službu i bio primljen."
10:17
And he said, "You know, I was thinking about that guy recently,
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I rekao je, "Znate, mislio sam na tog tipa nedavno,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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na tog učitelja, pre samo par minuta dok ste pričali",
10:22
he said, "because six months ago,
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rekao je, "jer pre šest meseci
10:24
I saved his life."
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sam mu spasio život."
10:26
(Laughter)
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(smeh)
10:28
He said, "He was in a car wreck,
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Rekao je, "Bio je u slupanom automobilu
10:30
and I pulled him out, gave him CPR,
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i ja sam ga izvukao, dao mu veštačko disanje,
10:33
and I saved his wife's life as well."
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i spasio i njegovu ženu."
10:36
He said, "I think he thinks better of me now."
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Rekao je, "Mislim da sad ima bolje mišljenje o meni."
10:38
(Laughter)
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(smeh)
10:40
(Applause)
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(aplauz)
10:46
You know, to me,
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Znate, za mene,
10:48
human communities depend upon
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ljudska društva zavise od
10:50
a diversity of talent,
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raznolikosti talenata,
10:52
not a singular conception of ability.
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a ne na jedinstvenoj koncepciji sposobnosti.
10:55
And at the heart of our challenges --
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I u srcu naših izazova -
10:57
(Applause)
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(aplauz)
10:59
At the heart of the challenge
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U srcu tog izazova
11:01
is to reconstitute our sense of ability
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je da preispitamo naše shvatanje sposobnosti
11:03
and of intelligence.
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i inteligencije.
11:05
This linearity thing is a problem.
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Problem je linearnost.
11:07
When I arrived in L.A.
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Kada sam stigao u Los Anđeles,
11:09
about nine years ago,
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pre nekih devet godina,
11:11
I came across a policy statement --
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naišao sam na izjavu
11:14
very well-intentioned --
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koja ima veoma dobru nameru,
11:16
which said, "College begins in kindergarten."
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koja glasi, "Fakultet počinje u obdaništu".
11:21
No, it doesn't.
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Ne, ne počinje.
11:23
(Laughter)
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(smeh)
11:26
It doesn't.
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Ne počinje.
11:28
If we had time, I could go into this, but we don't.
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Da imamo vremena, udubio bih se u ovo, ali nemamo.
11:31
(Laughter)
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(smeh)
11:33
Kindergarten begins in kindergarten.
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Obdanište počinje u obdaništu.
11:35
(Laughter)
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(smeh)
11:37
A friend of mine once said,
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Jedan moj prijatelj je jednom rekao,
11:39
"You know, a three year-old is not half a six year-old."
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"Znaš, trogodišnjak nije pola šestogodišnjaka."
11:42
(Laughter)
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(smeh)
11:44
(Applause)
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(aplauz)
11:49
They're three.
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Oni imaju tri godine.
11:51
But as we just heard in this last session,
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Ali kao što smo čuli u poslednjoj sesiji,
11:53
there's such competition now to get into kindergarten --
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postoji takva konkurencija da se uđe u zabavište,
11:56
to get to the right kindergarten --
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da se uđe u pravo zabavište,
11:58
that people are being interviewed for it at three.
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da se ljudi intervjuišu već s tri godine.
12:03
Kids sitting in front of unimpressed panels,
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Deca sede ispred neimpresioniranih panela,
12:05
you know, with their resumes,
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znate, sa njihovim biografijama,
12:07
(Laughter)
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(smeh)
12:10
flipping through and saying, "Well, this is it?"
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koji ih listaju i kažu, "Dakle, to je to?"
12:12
(Laughter)
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(smeh)
12:14
(Applause)
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(aplauz)
12:17
"You've been around for 36 months, and this is it?"
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"Ovde ste već 36 meseci i to je sve?"
12:20
(Laughter)
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(smeh)
12:27
"You've achieved nothing -- commit.
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Ništa niste postigli, sramoto.
12:30
Spent the first six months breastfeeding, the way I can see it."
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Vidim ja da ste prvih šest meseci proveli sisajući."
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, to je smešno kao koncept, ali privlači ljude.
12:41
The other big issue is conformity.
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Drugi veliki problem je konformizam.
12:43
We have built our education systems
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Izgradili smo naše obrazovne sisteme
12:45
on the model of fast food.
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po modelu brze hrane.
12:47
This is something Jamie Oliver talked about the other day.
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O tome je Džejmi Oliver pričao pre neki dan.
12:50
You know there are two models of quality assurance in catering.
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Znate da ima dva modela kontrole kvaliteta u keteringu.
12:52
One is fast food,
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Jedan je brza hrana,
12:54
where everything is standardized.
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gde je sve standardizovano.
12:56
The other are things like Zagat and Michelin restaurants,
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Drugi su restorani kao Zagat ili Mišelin,
12:58
where everything is not standardized,
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gde sve nije standardizovano,
13:00
they're customized to local circumstances.
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oni su prilagođeni lokalnim okolnostima.
13:02
And we have sold ourselves into a fast food model of education,
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A mi smo se prodali modelu brze hrane u obrazovanju.
13:05
and it's impoverishing our spirit and our energies
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A to osiromašuje naš duh i energiju,
13:08
as much as fast food is depleting our physical bodies.
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isto koliko i brza hrana prazni naše fizičko telo.
13:11
(Applause)
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(aplauz)
13:17
I think we have to recognize a couple of things here.
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Mislim da ovde treba da prepoznamo par stvari.
13:19
One is that human talent is tremendously diverse.
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Jedna je ta da je ljudski talenat beskrajno raznolik.
13:22
People have very different aptitudes.
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Ljudi imaju vrlo različite sposobnosti.
13:24
I worked out recently that
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Nedavno sam saznao
13:26
I was given a guitar as a kid
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da sam dobio gitaru kao klinac,
13:28
at about the same time that Eric Clapton got his first guitar.
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otprilike u isto vreme kad je i Erik Klepton dobio svoju prvu gitaru.
13:32
You know, it worked out for Eric, that's all I'm saying.
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Znate, Eriku je uspelo, to želim da kažem.
13:35
(Laughter)
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(smeh)
13:37
In a way, it did not for me.
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U neku ruku, meni nije uspelo.
13:39
I could not get this thing to work
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Nisam mogao tu stvar da pokrenem,
13:42
no matter how often or how hard I blew into it.
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koliko dog često ili jako da sam u nju duvao.
13:44
(Laughter) It just wouldn't work.
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Jednostavno nije radila.
13:49
But it's not only about that.
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Ali ne radi se samo o tome.
13:51
It's about passion.
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Radi se o strasti.
13:53
Often, people are good at things they don't really care for.
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Često su ljudi dobri u stvarima do kojih im nije stalo.
13:55
It's about passion,
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Radi se o strasti i
13:57
and what excites our spirit and our energy.
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tome šta uzbuđuje naš duh i energiju.
14:00
And if you're doing the thing that you love to do, that you're good at,
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I ako radite stvar koju volite, u kojoj ste dobri,
14:03
time takes a different course entirely.
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vreme potpuno drugačije prolazi.
14:06
My wife's just finished writing a novel,
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Moja žena je upravo završila pisanje romana,
14:09
and I think it's a great book,
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ja mislim da je to sjajna knjiga,
14:11
but she disappears for hours on end.
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ali ona nestaje satima.
14:14
You know this, if you're doing something you love,
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Znate to, ako radite nešto što volite,
14:16
an hour feels like five minutes.
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sat izgleda kao pet minuta.
14:19
If you're doing something that doesn't resonate with your spirit,
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Ako se bavite nečim što nije u skladu sa vašim duhom,
14:21
five minutes feels like an hour.
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pet minuta izgleda kao sat.
14:23
And the reason so many people are opting out of education
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I razlog zašto toliko ljudi napušta obrazovanje
14:26
is because it doesn't feed their spirit,
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je zato što ono ne hrani njihov duh,
14:28
it doesn't feed their energy or their passion.
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ne hrani njihovu energiju ili strast.
14:31
So I think we have to change metaphors.
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Dakle mislim da treba da promenimo metafore.
14:34
We have to go from what is essentially an industrial model of education,
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Moramo poći od onoga što je u osnovi industrijski model obrazovanja,
14:37
a manufacturing model,
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proizvodni model,
14:39
which is based on linearity
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koji je zasnovan na linearnosti
14:41
and conformity and batching people.
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i konformizmu i gomilanju ljudi.
14:44
We have to move to a model
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Moramo da se pomerimo na model
14:46
that is based more on principles of agriculture.
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koji je više zasnovan na principima poljoprivrede.
14:49
We have to recognize that human flourishing
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Moramo prepoznati da ljudski napredak
14:52
is not a mechanical process;
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nije mehanički proces,
14:54
it's an organic process.
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to je organski proces.
14:56
And you cannot predict the outcome of human development.
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I ne možete predvideti ishod ljudskog razvoja;
14:59
All you can do, like a farmer,
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sve što možete, kao farmer,
15:01
is create the conditions under which
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je da stvorite uslove pod kojim
15:03
they will begin to flourish.
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će oni procvetati.
15:05
So when we look at reforming education and transforming it,
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Znači kada pogledamo reformu i transformaciju obrazovanja,
15:08
it isn't like cloning a system.
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to nije kao kloniranje sistema.
15:11
There are great ones, like KIPP's; it's a great system.
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Postoje odlični, kao KIPP (Knowledge Is Power Program), to je odličan sistem.
15:13
There are many great models.
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Postoje mnogi odlični modeli.
15:15
It's about customizing to your circumstances
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Radi se o prilagođavanju okolnostima,
15:18
and personalizing education
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personalizovanju obrazovanja
15:20
to the people you're actually teaching.
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spram ljudi koje ustvari podučavate.
15:22
And doing that, I think,
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To je, po mom mišljenju,
15:24
is the answer to the future
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odgovor za budućnost,
15:26
because it's not about scaling a new solution;
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jer ne radi se o nalaženju novog rešenja;
15:29
it's about creating a movement in education
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radi se o stvaranju pokreta u obrazovanju
15:31
in which people develop their own solutions,
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u kom ljudi razvijaju svoja rešenja,
15:34
but with external support based on a personalized curriculum.
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ali sa spoljnom podrškom koja je zasnovana na personalizovanom rasporedu.
15:37
Now in this room,
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Sad, u ovoj prostoriji
15:39
there are people who represent
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se nalaze ljudi koji predstavljaju
15:41
extraordinary resources in business,
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neverovatne izvore u poslovanju,
15:43
in multimedia, in the Internet.
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u multimediji, u internetu.
15:45
These technologies,
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Ove tehnologije,
15:47
combined with the extraordinary talents of teachers,
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kombinovane sa izvanrednim talentima nastavnika,
15:50
provide an opportunity to revolutionize education.
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pružaju priliku za revoluciju obrazovanja.
15:53
And I urge you to get involved in it
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I podstičem vas da se uključite u to,
15:55
because it's vital, not just to ourselves,
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jer to je bitno, ne samo za nas,
15:57
but to the future of our children.
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nego za budućnost naše dece.
15:59
But we have to change from the industrial model
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Ali moramo da pređemo sa industrijskog modela
16:01
to an agricultural model,
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na poljoprivredni model,
16:03
where each school can be flourishing tomorrow.
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gde svaka škola može sutra da procveta.
16:06
That's where children experience life.
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Tu deca doživljavaju život.
16:08
Or at home, if that's where they choose to be educated
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Ili kod kuće, ako izaberu da se tu školuju
16:10
with their families or their friends.
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sa svojim porodicama ili prijateljima.
16:12
There's been a lot of talk about dreams
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Mnogo se govorilo o snovima
16:14
over the course of this few days.
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poslednjih nekoliko dana.
16:17
And I wanted to just very quickly ...
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I želeo sam samo veoma brzo -
16:19
I was very struck by Natalie Merchant's songs last night,
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veoma su me dirnule pesme Natali Merčant sinoć,
16:22
recovering old poems.
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stare pesme.
16:24
I wanted to read you a quick, very short poem
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Želeo sam da vam pročitam vrlo kratku pesmu
16:26
from W. B. Yeats, who some of you may know.
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od V.B. Jejtsa, koga možda znate.
16:29
He wrote this to his love,
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Ovo je napisao svojoj ljubavi,
16:31
Maud Gonne,
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Mod Gon,
16:33
and he was bewailing the fact that
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i žalio je za činjenicom da
16:36
he couldn't really give her what he thought she wanted from him.
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nije mogao da joj pruži ono što je mislio da ona želi od njega.
16:39
And he says, "I've got something else, but it may not be for you."
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I kaže, "Imam nešto drugo, ali to možda nije za tebe."
16:42
He says this:
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On kaže ovo:
16:44
"Had I the heavens' embroidered cloths,
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"Da imam nebeske tkanine vezene,
16:47
Enwrought with gold
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zlatnim
16:49
and silver light,
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i srebrnim svetlom ispletene,
16:51
The blue and the dim
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tkanine plave
16:53
and the dark cloths
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i zagasite i tamne,
16:55
Of night and light and the half-light,
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od noći i svetla i polutame,
16:58
I would spread the cloths under your feet:
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ja bih ih raširio pred tvoja stopala;
17:01
But I, being poor,
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ali siromašan sam,
17:04
have only my dreams;
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imam tek snove;
17:07
I have spread my dreams under your feet;
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raširio sam snove pred tvoja stopala;
17:10
Tread softly
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hodaj nežno,
17:12
because you tread on my dreams."
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jer hodaš po mojim snovima."
17:15
And every day, everywhere,
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I svakog dana, svuda,
17:18
our children spread their dreams beneath our feet.
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naša deca šire svoje snove pred naša stopala.
17:21
And we should tread softly.
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I trebalo bi da hodamo nežno.
17:24
Thank you.
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Hvala vam.
17:26
(Applause)
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(aplauz)
17:43
Thank you very much.
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Hvala vam mnogo.
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