TED2007
Alan Kay: A powerful idea about ideas
艾伦·凯演绎非凡创见
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艾伦·凯素以睿智和机敏著称，他设想出使用电脑来帮助孩子体验各种事物，而这样的体验，不管是从数学上而言，还是从科学上而言，都是只有计算机才能做得到的。
Alan Kay - Educator and computing pioneer
One of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind. Full bio
One of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind. Full bio
Double-click the English transcript below to play the video.
00:18
A great way to start, I think, with my view of simplicity
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要谈什么是简单，我想最好的开题方式
00:22
is to take a look at TED. Here you are, understanding why we're here,
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就是看看活跃在TED会场上的头脑 你们现在都能明白自己为何会在这里
00:29
what's going on with no difficulty at all.
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知道现在有什么事情在发生 并且作出这样的判断都是不需费劲的
00:34
The best A.I. in the planet would find it complex and confusing,
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而世界上最厉害的人工智能则会认为这是非常复杂、茫然无绪
00:38
and my little dog Watson would find it simple and understandable
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而我家的小狗则会认为这是简单且容易理解的
00:43
but would miss the point.
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可是它却根本上歪曲了原意
00:45
(Laughter)
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（笑声）
00:48
He would have a great time.
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它也许很开心
00:51
And of course, if you're a speaker here, like Hans Rosling,
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假如你能像汉斯·罗斯林那样讲得有趣生动
00:56
a speaker finds this complex, tricky. But in Hans Rosling's case,
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有些人可能会认为这样的复杂性很难理解
01:01
he had a secret weapon yesterday,
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但是罗斯林却有一套秘密（来帮助你理解）
01:03
literally, in his sword swallowing act.
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我说的是 他竟然施起口吞宝剑的绝技来了
01:07
And I must say, I thought of quite a few objects
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这让我想到
01:09
that I might try to swallow today and finally gave up on,
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我今天也可以玩一下吞东西的杂技 但我最终还是放弃了
01:14
but he just did it and that was a wonderful thing.
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但是罗斯林做了 我认为那是很了不起一件事情
01:18
So Puck meant not only are we fools in the pejorative sense,
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所以说 帕克说我们是傻子时不单单是带有嘲笑的口吻
01:23
but that we're easily fooled. In fact, what Shakespeare
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我们确实很容易被愚弄
01:27
was pointing out is we go to the theater in order to be fooled,
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莎士比亚就曾经说过 我们上剧院 就是为了被戏弄
01:30
so we're actually looking forward to it.
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我们内心是有这样一种欲望的
01:34
We go to magic shows in order to be fooled.
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我们去看魔术表演也是同样道理
01:36
And this makes many things fun, but it makes it difficult to actually
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这就让很多事情变得有趣 但是这样一来
01:44
get any kind of picture on the world we live in or on ourselves.
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我们就很难看出世界以及自身的生存状况
01:48
And our friend, Betty Edwards,
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我们的朋友 贝蒂·艾伍兹
01:50
the "Drawing on the Right Side of the Brain" lady, shows these two tables
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她告诉我们要用右脑来画画 并且
01:53
to her drawing class and says,
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给她的学生展示了两张桌子 然后说
01:58
"The problem you have with learning to draw
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画画的一大难题
02:02
is not that you can't move your hand,
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不是你自己不会运笔
02:04
but that the way your brain perceives images is faulty.
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而是在于你的大脑观察图像的方式是有错的
02:10
It's trying to perceive images into objects
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就是把图像看成是实物
02:12
rather than seeing what's there."
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而不是单纯的只看到图像本身
02:14
And to prove it, she says, "The exact size and shape of these tabletops
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她说 这两个桌面的形状和大小都是一样的
02:19
is the same, and I'm going to prove it to you."
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我现在就给大家演示一下
02:22
She does this with cardboard, but since I have
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她是用纸板做演示的
02:25
an expensive computer here
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我这里有一台价格不菲的电脑
02:28
I'll just rotate this little guy around and ...
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我就用电脑做吧 我把它转过来
02:34
Now having seen that -- and I've seen it hundreds of times,
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虽然我已经几百次重复这样的演示
02:37
because I use this in every talk I give -- I still can't see
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因为我做的每一次演讲都会用到这个演示
02:41
that they're the same size and shape, and I doubt that you can either.
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可我还是不能相信他们是具有同样的形状和 大小的 我想你也不一定肯定的这么说
02:46
So what do artists do? Well, what artists do is to measure.
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那么艺术家们会怎么做？他们会去测量
02:51
They measure very, very carefully.
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他们会测量得非常非常仔细
02:53
And if you measure very, very carefully with a stiff arm and a straight edge,
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要是你非常认真的拿着一把直尺、绷紧双臂去量的话
02:57
you'll see that those two shapes are
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你会发现 那两个形状是
02:59
exactly the same size.
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完全一样大小的
03:02
And the Talmud saw this a long time ago, saying,
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《塔木德》一书很早就有这样的记载
03:07
"We see things not as they are, but as we are."
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我们看到的事物 并不是它们本身的形态 而是他们反映在我们的头脑和思维中的形态
03:10
I certainly would like to know what happened to the person
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我很想知道 当初认识到这一点的人
03:12
who had that insight back then,
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假如他能够将这种想法付诸实践的话
03:15
if they actually followed it to its ultimate conclusion.
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最终将得到什么启示
03:21
So if the world is not as it seems and we see things as we are,
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假如说世界并非如我们所观察到的那个样子 而是我们自身按照自己的理解来看待这个世界
03:23
then what we call reality is a kind of hallucination
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那么我们所言的现实 就是一种幻觉
03:29
happening inside here. It's a waking dream,
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它就发生在大脑里 我们都沉醉于梦国
03:32
and understanding that that is what we actually exist in
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而要意识到这样一种生存状况
03:37
is one of the biggest epistemological barriers in human history.
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就是人类历史上最大的知识论局限
03:42
And what that means: "simple and understandable"
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那就意味着：所谓的“简单、可理解”
03:44
might not be actually simple or understandable,
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可能事实上既不简单 又不容易理解
03:47
and things we think are "complex" might be made simple and understandable.
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而那些我们认为是复杂的事物则是由简单、可理解的事物组成的
03:53
Somehow we have to understand ourselves to get around our flaws.
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我们需要理解自我 才能走出我们自身的一些缺陷
03:57
We can think of ourselves as kind of a noisy channel.
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我们可以把自己当成是一种噪声信道
03:59
The way I think of it is, we can't learn to see
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我认为 除非我们承认自己是盲的
04:04
until we admit we're blind.
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否则我们不能学会看东西
04:06
Once you start down at this very humble level,
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一旦你从这样谦卑的位置开始做
04:10
then you can start finding ways to see things.
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你就可以掌握看事情的办法
04:13
And what's happened, over the last 400 years in particular,
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特别是在过去的400年里
04:18
is that human beings have invented "brainlets" --
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人类发明了“脑挂”（brainlet）
04:21
little additional parts for our brain --
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就是各种对大脑的辅助装置
04:25
made out of powerful ideas that help us
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这些装置帮助我们
04:27
see the world in different ways.
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去以一种不一样的眼光 去看待这个世界
04:29
And these are in the form of sensory apparatus --
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它们通常是作为人体感官之辅助出现
04:32
telescopes, microscopes -- reasoning apparatus --
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比如望远镜、显微镜
04:37
various ways of thinking -- and, most importantly,
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以及各种思维上的辅助工具
04:41
in the ability to change perspective on things.
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以及更重要的 就是以全新的视角去看待同样的问题
04:45
I'll talk about that a little bit.
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我今天要谈的就是这个问题
04:46
It's this change in perspective
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恰恰是这种视野上的改变
04:48
on what it is we think we're perceiving
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以及我们看待事物的态度
04:51
that has helped us make more progress in the last 400 years
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使得我们得以在过去的400年里取得了巨大的进步
04:56
than we have in the rest of human history.
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这是人类历史上未曾有过的
04:58
And yet, it is not taught in any K through 12 curriculum in America that I'm aware of.
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可是 这样的理念却没有在任何一间幼儿园到中学的课堂上得以呈现
05:11
So one of the things that goes from simple to complex
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我们做事情做得越来越多的时候
05:13
is when we do more. We like more.
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事情就会从简单变为复杂 人喜欢更多的东西
05:16
If we do more in a kind of a stupid way,
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假如我们是以一种傻乎乎的方式去做事
05:19
the simplicity gets complex
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那么简单的事情也会变得复杂
05:22
and, in fact, we can keep on doing it for a very long time.
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事实上 我们可以长期做这样的事情
05:27
But Murray Gell-Mann yesterday talked about emergent properties;
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默里·盖尔曼昨天就提到了一个叫“涌现”的特征
05:30
another name for them could be "architecture"
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其另一名字就是“建筑”
05:34
as a metaphor for taking the same old material
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就是把同样的古老的材料
05:38
and thinking about non-obvious, non-simple ways of combining it.
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通过不寻常的、不简单的方式来加以组合
05:45
And in fact, what Murray was talking about yesterday in the fractal beauty of nature --
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事实上 盖尔曼昨天提到的自然的分形之美
05:53
of having the descriptions
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就是指可以在不同的层次
05:55
at various levels be rather similar --
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存在结构类似的解释
05:59
all goes down to the idea that the elementary particles
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而所有的一切皆可归结到基本粒子的解释
06:04
are both sticky and standoffish,
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这些粒子既是相吸的，又是相斥的
06:07
and they're in violent motion.
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同时又处于不断的变化状态
06:11
Those three things give rise to all the different levels
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在此三者之上 即可诞生出这个世界上的
06:14
of what seem to be complexity in our world.
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千姿百态的复杂
06:20
But how simple?
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但是何为简单？
06:22
So, when I saw Roslings' Gapminder stuff a few years ago,
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几年前我看到罗斯林的Gapminder演示的时候
06:27
I just thought it was the greatest thing I'd seen
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我认为那是我见过的最好的演示
06:29
in conveying complex ideas simply.
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它很好的把复杂的东西简单化了
06:34
But then I had a thought of, "Boy, maybe it's too simple."
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可是转念一想 似乎也做得太简单了
06:37
And I put some effort in to try and check
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于是我决定去验证一下图上显示出来的数据走势
06:42
to see how well these simple portrayals of trends over time
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是否与实际相吻合
06:46
actually matched up with some ideas and investigations from the side,
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事实表明 图上的数据确实是与实际一致的
06:51
and I found that they matched up very well.
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并且关联度非常大
06:53
So the Roslings have been able to do simplicity
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所以说 罗斯林能够在保证数据不被破坏的情况下
06:58
without removing what's important about the data.
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做出形象化的展示
07:02
Whereas the film yesterday that we saw
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而在我们昨天看到的那部电影里
07:06
of the simulation of the inside of a cell,
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那是一个关于细胞内部的模拟
07:08
as a former molecular biologist, I didn't like that at all.
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我曾经是一位分子生物学家 但是我不喜欢它的描述
07:14
Not because it wasn't beautiful or anything,
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不是说它不美
07:16
but because it misses the thing that most students fail to understand
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而是说它没能把大多数学生关于分子生物学
07:21
about molecular biology, and that is:
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感觉难以理解的东西说清楚
07:24
why is there any probability at all of two complex shapes
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那就是 为何两个不同的复杂形状
07:29
finding each other just the right way
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能够知道对方就是自己需要的伙伴
07:31
so they combine together and be catalyzed?
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并且能够相互结合 产生化学作用？
07:34
And what we saw yesterday was
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我们昨天看得到的就是
07:36
every reaction was fortuitous;
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每一次反应都是相当随机的
07:39
they just swooped in the air and bound, and something happened.
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他们在空中飞舞 而后奇迹就发生了
07:43
But in fact, those molecules are spinning at the rate of
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但事实上 这些分子是以
07:47
about a million revolutions per second;
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每秒100万次的速度在旋转
07:50
they're agitating back and forth their size every two nanoseconds;
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每隔一分钟 他们就会改变自身的大小
07:56
they're completely crowded together, they're jammed,
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它们都是笼聚在一起的 像是塞车的车龙
07:59
they're bashing up against each other.
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相互摩擦
08:02
And if you don't understand that in your mental model of this stuff,
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假如你不能理解这样的一个模型
08:05
what happens inside of a cell seems completely mysterious and fortuitous,
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简而言之 发生在细胞内部的一切事情是充满神秘感与随意的
08:10
and I think that's exactly the wrong image
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但这恰恰是一个错误的看法
08:12
for when you're trying to teach science.
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假如你是教学生科学的话
08:18
So, another thing that we do is to confuse adult sophistication
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我们做的另一件事情 就是利用一些具体的例证
08:23
with the actual understanding of some principle.
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来破除成年人某些误解
08:28
So a kid who's 14 in high school
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一个14岁的孩子
08:30
gets this version of the Pythagorean theorem,
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在学校里学会了这样一套关于勾股定理的方法
08:36
which is a truly subtle and interesting proof,
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这是一个非常微妙而有趣的证明
08:39
but in fact it's not a good way to start learning about mathematics.
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但这并非学习数学的一个很好的门路
08:46
So a more direct one, one that gives you more of the feeling of math,
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有一种更直接的方式，它可以让你更好的体验到数学之乐趣
08:51
is something closer to Pythagoras' own proof, which goes like this:
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毕达哥拉斯自己采用的就是类似的证明方法
08:55
so here we have this triangle, and if we surround that C square with
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这里有一个三角形 假如我们在正方形周围
09:01
three more triangles and we copy that,
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放几个小三角形
09:04
notice that we can move those triangles down like this.
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大家注意 我可以这样子移动这几个三角形
09:09
And that leaves two open areas that are kind of suspicious ...
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就在画面中留下两处空白区 看上去似乎有点奇怪
09:12
and bingo. That is all you have to do.
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好 我们就这么做可以了
09:19
And this kind of proof is the kind of proof
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这样的证明就是你在学习数学的时候
09:21
that you need to learn when you're learning mathematics
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应该学习的证明的方式
09:24
in order to get an idea of what it means
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就是首先弄明白原理的实质
09:27
before you look into the, literally, 1,200 or 1,500 proofs
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而不是首先去看前人得出的
09:31
of Pythagoras' theorem that have been discovered.
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那1500多个证明的思路
09:37
Now let's go to young children.
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好 我们现在谈谈青年
09:40
This is a very unusual teacher
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这是一位相当特殊的老师
09:42
who was a kindergarten and first-grade teacher,
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她是一位幼儿园和小学一年级的老师
09:46
but was a natural mathematician.
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还是一位天生的数学家
09:48
So she was like that jazz musician friend you have who never studied music
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她就像一些爵士乐音乐家一样，从未学过器乐
09:53
but is a terrific musician;
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但却是为杰出的音乐家
09:55
she just had a feeling for math.
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她自身对于数学有一种感情
09:57
And here are her six-year-olds,
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她面对的是6岁的学生
10:00
and she's got them making shapes out of a shape.
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她让孩子玩拼图游戏
10:05
So they pick a shape they like -- like a diamond, or a square,
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他们选了自己喜欢的一个形状 比如钻石型 比如方形
10:07
or a triangle, or a trapezoid -- and then they try and make
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比如三角形 或平行四边形
10:10
the next larger shape of that same shape, and the next larger shape.
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让孩子在此基础上搭建出一个更大的形状
10:14
You can see the trapezoids are a little challenging there.
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对于孩子而言 平行四边形是一个极大的挑战
10:18
And what this teacher did on every project
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这位老师所做的
10:21
was to have the children act like first it was a creative arts project,
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就是让孩子感知到 那是一个创意艺术的项目
10:26
and then something like science.
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而后才是科学知识的学习
10:28
So they had created these artifacts.
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他们制作了这些仿制品
10:30
Now she had them look at them and do this ... laborious,
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老师叫学生看着他们的创作 并且让他们观察很久
10:34
which I thought for a long time, until she explained to me was
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我想了很久 不懂 直到她跟我说
10:38
to slow them down so they'll think.
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她这么做 目的在于让孩子停下来去思考
10:41
So they're cutting out the little pieces of cardboard here
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他们从卡纸上把小纸片剪下来
10:44
and pasting them up.
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然后贴在这里
10:46
But the whole point of this thing is
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而这一切的目的在于
10:50
for them to look at this chart and fill it out.
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让他们看到这个表 并且填好它
10:53
"What have you noticed about what you did?"
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你注意到了什么？
10:57
And so six-year-old Lauren there noticed that the first one took one,
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6岁的罗伦注意到 第一格需要一个纸片
11:01
and the second one took three more
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第二格则需要额外的3个
11:06
and the total was four on that one,
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总计需要4个
11:08
the third one took five more and the total was nine on that one,
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第三个则需要额外的5个 加起来是9个
11:12
and then the next one.
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以此类推
11:13
She saw right away that the additional tiles that you had to add
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她马上就发现 所需的额外纸片数量总是以2为基准增加
11:18
around the edges was always going to grow by two,
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到了边缘的时候就肯定是以2为基数增加
11:22
so she was very confident about how she made those numbers there.
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她对此非常自信
11:25
And she could see that these were the square numbers up until about six,
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她发现一直去到数字6 都会出现平方数
11:30
where she wasn't sure what six times six was
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她还不知道6乘以6等于多少
11:33
and what seven times seven was,
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也不知7乘以7等于多少
11:35
but then she was confident again.
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但她马上又变得自信起来了
11:38
So that's what Lauren did.
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这就是罗伦的故事
11:40
And then the teacher, Gillian Ishijima, had the kids
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她的老师 Gillian Ishijima
11:44
bring all of their projects up to the front of the room and put them on the floor,
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要求孩子把所有的作业拿到课室前面 扔在地板上
11:47
and everybody went batshit: "Holy shit! They're the same!"
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大家都乐了 原来大家得到的是同样的结果
11:55
No matter what the shapes were, the growth law is the same.
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不管大家拿的是什么形状的纸片 最终得出的增长规律是一致的
11:59
And the mathematicians and scientists in the crowd
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在座的数学家和科学家应该知道
12:02
will recognize these two progressions
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这两种演变之名称分别为
12:04
as a first-order discrete differential equation
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一阶微分方程
12:07
and a second-order discrete differential equation,
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和二阶微分方程
12:12
derived by six-year-olds.
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而这居然被6岁的孩子发现了
12:16
Well, that's pretty amazing.
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实在是妙不可言
12:17
That isn't what we usually try to teach six-year-olds.
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这可不是我们惯常的教6岁小孩的方法
12:20
So, let's take a look now at how we might use the computer for some of this.
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接下来让我们看看电脑如何帮助我们实现同样的目的
12:27
And so the first idea here is
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首先我想给大家看看
12:31
just to show you the kind of things that children do.
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孩子通常会怎么玩
12:35
I'm using the software that we're putting on the $100 laptop.
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我用的是OLPC笔记本电脑上的软件
12:40
So I'd like to draw a little car here --
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我先画一辆小小的车
12:46
I'll just do this very quickly -- and put a big tire on him.
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我画得很快 还要加上大大的轮胎
12:59
And I get a little object here and I can look inside this object,
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好了 现在我有一个东西在这里了 我还能看出其内部之组成
13:03
I'll call it a car. And here's a little behavior: car forward.
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我把它成为汽车 我还定义了一个行为 那就是汽车前进
13:08
Each time I click it, car turn.
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我点击它 它就会动
13:11
If I want to make a little script to do this over and over again,
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要是我要通过脚本来反复实现这样的功能的话
13:13
I just drag these guys out and set them going.
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只需要把这些东西拖出来就行了
13:20
And I can try steering the car here by ...
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我还能让汽车转弯
13:23
See the car turn by five here?
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看到它稍微转了个弯吗？
13:25
So what if I click this down to zero?
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要是我把这一数值降到零呢
13:28
It goes straight. That's a big revelation for nine-year-olds.
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汽车就会一直往前走 这对于9岁的孩子而言就是莫大的启示
13:33
Make it go in the other direction.
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还可以让汽车走其他的方向
13:35
But of course, that's a little bit like kissing your sister
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但是 单单会开一辆汽车跟
13:37
as far as driving a car,
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给你的妹妹一个亲吻没有两样
13:40
so the kids want to do a steering wheel;
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孩子想要自己的一个方向盘
13:43
so they draw a steering wheel.
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于是他们自己画一个
13:46
And we'll call this a wheel.
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我们将其命名为方向盘
13:51
See this wheel's heading here?
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看到方向盘的走势吗？
13:55
If I turn this wheel, you can see that number over there going minus and positive.
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要是我拨弄一下这方向盘 你会看到那个数字在上下波动
14:00
That's kind of an invitation to pick up this name of
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我们通过这样的方式
14:02
those numbers coming out there
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让孩子学会这些数字
14:05
and to just drop it into the script here,
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他们只需要把数字拉到这里就行了
14:07
and now I can steer the car with the steering wheel.
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现在我就能通过方向盘控制整个汽车了
14:12
And it's interesting.
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真的很好玩
14:14
You know how much trouble the children have with variables,
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孩子们对于变量这个概念很难把握
14:17
but by learning it this way, in a situated fashion,
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而假如他们是在类似的情景下去学习
14:19
they never forget from this single trial
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他们永远也不会忘记自己所做的实验
14:22
what a variable is and how to use it.
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不会忘记何为变量 也不会忘记变量的使用方法
14:25
And we can reflect here the way Gillian Ishijima did.
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我们可以回想一下 Gillian Ishijima 的那个做法
14:27
So if you look at the little script here,
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假如你看看这一脚本
14:29
the speed is always going to be 30.
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上面写 速度总是保持30英里不变
14:31
We're going to move the car according to that over and over again.
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我们将按照那个规则来驱动车子前进
14:36
And I'm dropping a little dot for each one of these things;
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每走一段我都会让车子留下点印迹
14:40
they're evenly spaced because they're 30 apart.
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每两段之间的距离是均等的 都是30
14:43
And what if I do this progression that the six-year-olds did
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6岁的孩子就会问
14:46
of saying, "OK, I'm going to increase the speed by two each time,
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要是我每次增加2英里 又会出现什么？
14:51
and then I'm going to increase the distance by the speed each time?
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那个路程上又会增加多少呢？
14:54
What do I get there?"
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究竟会发生些什么事情？
14:58
We get a visual pattern of what these nine-year-olds called acceleration.
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于是我们就得出了“加速”这个概念 这是9岁的孩子想得到的概念
15:05
So how do the children do science?
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我们会问 孩子怎么会懂得这样的科学？
15:08
(Video) Teacher: [Choose] objects that you think will fall to the Earth at the same time.
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这些物体你们也许认为它们会同时掉到地上
15:11
Student 1: Ooh, this is nice.
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不错
15:18
Teacher: Do not pay any attention
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不要管其他人
15:20
to what anybody else is doing.
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在做什么
15:35
Who's got the apple?
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谁拿到苹果了？
15:37
Alan Kay: They've got little stopwatches.
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他们有小型秒表
15:44
Student 2: What did you get? What did you get?
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你拿到什么了？
15:46
AK: Stopwatches aren't accurate enough.
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但是那样的秒表不够准备
15:49
Student 3: 0.99 seconds.
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0.99秒
15:52
Teacher: So put "sponge ball" ...
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好，我们把海绵球扔下去
15:56
Student 4l: [I decided to] do the shot put and the sponge ball
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一个是铅球，一个是海绵球
15:59
because they're two totally different weights,
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两个的重量完全不同
16:02
and if you drop them at the same time,
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假如同时扔下去
16:04
maybe they'll drop at the same speed.
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也许它们的速度是一样的
16:06
Teacher: Drop. Class: Whoa!
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扔吧
16:10
AK: So obviously, Aristotle never asked a child
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很明显 亚里斯多德从没有
16:13
about this particular point
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问过一个孩子这个问题
16:16
because, of course, he didn't bother doing the experiment,
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因为他自身并不觉得这个问题很有趣
16:18
and neither did St. Thomas Aquinas.
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托马斯·亚奎那也没有问
16:20
And it was not until Galileo actually did it
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直到加利略做出这个实验
16:22
that an adult thought like a child,
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年长一辈才学会了像孩子那样去想问题
16:25
only 400 years ago.
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而这一切仅仅发生在400年以前
16:28
We get one child like that about every classroom of 30 kids
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每一个30人的教室里就有一位孩子懂得这样问问题
16:32
who will actually cut straight to the chase.
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有这样的睿智挖掘到事物之根蒂
16:35
Now, what if we want to look at this more closely?
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要是我们想看得更深入一层呢？
16:38
We can take a movie of what's going on,
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我们可以拍一个短片
16:41
but even if we single stepped this movie,
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但即使我们每秒拍一次
16:43
it's tricky to see what's going on.
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也很难看出实际发生了什么
16:45
And so what we can do is we can lay out the frames side by side
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不过我们可以把拍下来的帧片逐一晒出来
16:48
or stack them up.
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或者是垒在一起
16:50
So when the children see this, they say, "Ah! Acceleration,"
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孩子们看到这个 他们就会说 这不就是加速吗
16:55
remembering back four months when they did their cars sideways,
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因为他们记得四个月前做过汽车的实验
16:58
and they start measuring to find out what kind of acceleration it is.
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并且动手去测量 看到底加速是如何演进的
17:04
So what I'm doing is measuring from the bottom of one image
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我现在就从一个照片的底部
17:10
to the bottom of the next image, about a fifth of a second later,
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丈量到下一张照片的底部 这是五分之一秒的间距
17:15
like that. And they're getting faster and faster each time,
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并且会变得越来越快
17:17
and if I stack these guys up, then we see the differences; the increase
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要是我们把它们堆起来 就可以发现
17:27
in the speed is constant.
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速度上的增长量是不变的
17:30
And they say, "Oh, yeah. Constant acceleration.
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他们就会惊呼 哦 不就是恒定变速吗?
17:32
We've done that already."
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我们已经做过这样的实验了
17:34
And how shall we look and verify that we actually have it?
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那么我们如何验证这一假设呢
17:42
So you can't tell much from just making the ball drop there,
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单单是扔一个球是很难看出效果的
17:47
but if we drop the ball and run the movie at the same time,
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假如我们在抛出球的同时 播放短片
17:53
we can see that we have come up with an accurate physical model.
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我们就能发现 我们得出了一个非常准确的物理模型
18:00
Galileo, by the way, did this very cleverly
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而加利略则非常巧妙的
18:04
by running a ball backwards down the strings of his lute.
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让球沿着他的鲁特琴逆向滚动
18:07
I pulled out those apples to remind myself to tell you that
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我拿出这些苹果 是想告诉大家
18:12
this is actually probably a Newton and the apple type story,
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这是一个牛顿的苹果的故事
18:17
but it's a great story.
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但这个故事很伟大
18:19
And I thought I would do just one thing
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我今天只做一件事
18:21
on the $100 laptop here just to prove that this stuff works here.
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就是用OLPC向大家演示一下 证明这东西是可行的
18:31
So once you have gravity, here's this --
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有了重力
18:34
increase the speed by something,
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于是速度会按照一定的规律增加
18:36
increase the ship's speed.
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使得船的速度增加
18:39
If I start the little game here that the kids have done,
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要是我演示一下孩子玩过的这个游戏
18:42
it'll crash the space ship.
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可以看到苹果会撞毁飞机
18:44
But if I oppose gravity, here we go ... Oops!
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假如是反重力呢 噢
18:48
(Laughter)
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（笑声）
18:50
One more.
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再来一个
18:54
Yeah, there we go. Yeah, OK?
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就这样子 不是吗
18:59
I guess the best way to end this is with two quotes:
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我想最好是引用两个人的话，来结束这个演讲
19:06
Marshall McLuhan said,
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Marshall McLuhan曾言
19:08
"Children are the messages that we send to the future,"
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“孩子是我们交给未来的信息。”
19:12
but in fact, if you think of it,
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但事实上 只要你认真想想
19:14
children are the future we send to the future.
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孩子就是我们交给未来的希望
19:16
Forget about messages;
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不要管什么信息了
19:19
children are the future,
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孩子就是未来
19:22
and children in the first and second world
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生活在第一、第二世界的孩子
19:24
and, most especially, in the third world
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还有生活在第三世界的孩子
19:27
need mentors.
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都需要导师 后者对此需求更大
19:29
And this summer, we're going to build five million of these $100 laptops,
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这个夏季 我们将生产500万台这样的儿童笔记本
19:34
and maybe 50 million next year.
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下一年也许会增加到5000万
19:36
But we couldn't create 1,000 new teachers this summer to save our life.
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但是我们不可能仅仅通过一个暑假培训出1000名教师
19:43
That means that we, once again, have a thing where we can put technology out,
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换而言之 现在工具有了
19:49
but the mentoring that is required to go
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但是 相匹配的老师不够
19:52
from a simple new iChat instant messaging system
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iChat这样的聊天工具
19:57
to something with depth is missing.
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要发展出更深刻的应用 这样的应用暂时还没有找得到
19:59
I believe this has to be done with a new kind of user interface,
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我相信 通过新一代的交互界面 这样的愿望可以实现
20:02
and this new kind of user interface could be done
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这样的交互界面
20:06
with an expenditure of about 100 million dollars.
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用一亿美金就可以开发出来了
20:11
It sounds like a lot, but it is literally 18 minutes of what we're spending in Iraq --
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看似很多钱 但事实上 美军在伊拉克每18分钟就花去一亿美金
20:18
we're spending 8 billion dollars a month; 18 minutes is 100 million dollars --
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我们在伊拉克每个月花去80亿美金 每18分钟花去一亿
20:23
so this is actually cheap.
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所以说这笔钱不算多
20:25
And Einstein said,
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爱因斯坦曾说
20:29
"Things should be as simple as possible, but not simpler."
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事物应当使之趋近简单，但要简单得适度。
20:32
Thank you.
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谢谢大家。
ABOUT THE SPEAKER
Alan Kay - Educator and computing pioneerOne of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind.
Why you should listen
"The best way to predict the future is to invent it." Alan Kay not only coined this favorite tech-world adage, but has proven its truth several times. A true polymath, as well as inventor, he has combined engineering brilliance with knowledge of child development, epistemology, molecular biology and more.
In the 1960s, Kay joined the computer team at XeroxPARC, where he worked on world-changing inventions like the graphical interface, object-oriented programming, and the personal computer itself. Later, at Apple, Atari, HP, Disney, and now at his own nonprofits, he has helped refine the tools he anticipated long before they were realized.
As the industry has blossomed, however, Kay continues to grapple with the deeper purpose of computing, struggling to create the machine that won't only recapitulate patterns in the world as we know it but will teach both children and adults to think, to see what otherwise is beyond them.
Alan Kay | Speaker | TED.com