TEDGlobal 2010
Emily Pilloton: Teaching design for change
Emily Pilloton: 尋求改變的設計教學
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設計師Emily Pilloton 搬到偏遠的北卡羅納伯地郡,去做一個以設計為主的大膽社區改造實驗.他教授一門有關設計營造的課程叫H工作室,課程中結合高中生他們的智慧並實踐為美國一些窮困的鄉鎮帶來更聰明的設計和新的機會.
Emily Pilloton - Humanitarian design activist
Emily Pilloton wrote Design Revolution, a book about 100-plus objects and systems designed to make people's lives better. In 2010, her design nonprofit began an immersive residency in Bertie County, North Carolina, the poorest and most rural county in the state. Full bio
Emily Pilloton wrote Design Revolution, a book about 100-plus objects and systems designed to make people's lives better. In 2010, her design nonprofit began an immersive residency in Bertie County, North Carolina, the poorest and most rural county in the state. Full bio
Double-click the English transcript below to play the video.
00:16
So this is a story
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這是從一個地方
00:18
of a place that I now call home.
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我現在把它叫做「家」來的故事。
00:20
It's a story of public education
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這是一個公立教育
00:23
and of rural communities
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與偏遠地區
00:25
and of what design might do to improve both.
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和如何以設計改變兩者的故事
00:28
So this is Bertie County,
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這是伯地郡
00:30
North Carolina, USA.
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位於美國北卡羅納州
00:32
To give you an idea of the "where:"
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讓我給你們一點大概的地理位置
00:34
So here's North Carolina, and if we zoom in,
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這裡是北卡羅納州,把地圖放大一點看
00:36
Bertie County is in the eastern part of the state.
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伯地郡就位在北卡的東部地區
00:39
It's about two hours east
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大概是從里海往東
00:41
driving-time from Raleigh.
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兩個小時的車程
00:43
And it's very flat. It's very swampy.
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是地形平坦的沼澤地
00:45
It's mostly farmland.
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大部分都用作農田
00:47
The entire county
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整個郡
00:49
is home to just 20,000 people, and they're very sparsely distributed.
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總人口只有20,000人,而且分布的很零散.
00:52
So there's only 27 people per square mile,
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每平方英里只有27人
00:54
which comes down to about 10 people
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如果以每平方公里來算
00:56
per square kilometer.
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相當於10個人
00:58
Bertie County is kind of a prime example
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伯地郡是很典型
01:01
in the demise of rural America.
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美國沒落鄉村
01:03
We've seen this story all over the country
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這樣的故事不只發生在美國境內
01:06
and even in places beyond the American borders.
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甚至在其他國家都可以看到
01:09
We know the symptoms.
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我們都知道它發生時的徵狀
01:11
It's the hollowing out of small towns.
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就是小鎮的空洞化
01:13
It's downtowns becoming ghost towns.
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市區人煙稀少
01:15
The brain drain --
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人才流失
01:17
where all of the most educated and qualified leave and never come back.
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大部分有學歷和有能力的人離開後就再也沒回來了
01:20
It's the dependence on farm subsidies
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這些偏遠地區只能依靠農田的補助金
01:22
and under-performing schools
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、表現不佳的學校
01:24
and higher poverty rates in rural areas
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和比起市區更高比例
01:26
than in urban.
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的低收入戶
01:28
And Bertie County is no exception to this.
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伯地郡當然也不例外
01:30
Perhaps the biggest thing it struggles with,
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或許所面臨最大的問題
01:32
like many communities similar to it,
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就像其他社區一樣
01:34
is that there's no
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沒有
01:36
shared, collective investment
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對偏遠社區未來
01:38
in the future of rural communities.
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共同集體的投資
01:40
Only 6.8 percent of all our philanthropic giving in the U.S. right now
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目前美國境內只有6.8%的慈善捐款
01:43
benefits rural communities,
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是針對偏遠社區
01:45
and yet 20 percent of our population lives there.
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但居住在這些地區人口卻高達20%
01:48
So Bertie County is not only very rural; it's incredibly poor.
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所以伯地郡不但很偏遠而且是難以置信的貧窮
01:51
It is the poorest county in the state.
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它是全美最貧窮的郡
01:53
It has one in three of its children living in poverty,
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3分之1的兒童來自低收入戶家庭
01:56
and it's what is referred to as a "rural ghetto."
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所以這裡被稱作鄉村貧民窟
01:59
The economy is mostly agricultural.
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農業是主要的經濟來源
02:02
The biggest crops are cotton and tobacco,
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棉花及菸草是最大宗農作物
02:04
and we're very proud of our Bertie County peanut.
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而且我們也很以伯地郡的花生為傲
02:07
The biggest employer is the Purdue chicken processing plant.
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普度雞肉加工廠是當地最大的雇主
02:10
The county seat is Windsor.
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溫莎鎮是伯地郡的活動中心
02:12
This is like Times Square of Windsor that you're looking at right now.
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你們現在看到的就像是溫莎鎮的時代廣場
02:15
It's home to only 2,000 people,
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不過居住在這裡的人只有2,000個
02:17
and like a lot of other small towns
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就像很多其他的小鎮
02:19
it has been hollowed out over the years.
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多年來已經漸漸的空洞化
02:21
There are more buildings that are empty or in disrepair
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空屋或荒廢的建築物
02:24
than occupied and in use.
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比有人住或使用中的建築物多得多
02:26
You can count the number of restaurants in the county
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你一隻手就可以數完整個郡的
02:28
on one hand --
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餐廳
02:30
Bunn's Barbecue being my absolute favorite.
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Bunn's燒烤是我的最愛
02:32
But in the whole county there is no coffee shop,
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可是整個郡卻連1家咖啡廳都沒有
02:34
there's no Internet cafe,
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沒有網咖
02:36
there's no movie theater, there's no bookstore.
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沒有電影院,沒有書局
02:38
There isn't even a Walmart.
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甚至沒有Walmart
02:40
Racially, the county
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以人口分布來說,這個郡
02:42
is about 60 percent African-American,
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有大約60%的非裔美國人
02:44
but what happens in the public schools
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但是在公立學校裡
02:46
is most of the privileged white kids
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大部分有優勢的白人小孩
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go to the private Lawrence Academy.
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都會到私立的羅倫斯中學就讀
02:50
So the public school students
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公立學校裡
02:52
are about 86 percent African-American.
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86%的學生是非裔美國人
02:54
And this is a spread from the local newspaper of the recent graduating class,
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這是當地報紙刊登最近即將畢業學生的照片
02:57
and you can see the difference is pretty stark.
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所以你可以發現這個差異是非常大的
03:00
So to say that the public education system
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如果說伯地郡的公立教育系統
03:02
in Bertie County is struggling
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正在苟言殘喘
03:04
would be a huge understatement.
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其實都還無法形容它的窘境
03:06
There's basically no pool
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他們根本找不到
03:08
of qualified teachers to pull from,
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符合資格的老師
03:10
and only eight percent of the people in the county
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全郡只有8%的人
03:12
have a bachelor's degree or higher.
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擁有學士或更高的學位
03:14
So there isn't a big legacy
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所以沒有甚麼值得驕傲的教育遺產
03:16
in the pride of education.
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遺留下來
03:18
In fact, two years ago,
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事實上,兩年前
03:20
only 27 percent of all the third- through eighth-graders
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所有三年級到八年級學生中只有27%的學生
03:22
were passing the state standard
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通過北卡州
03:24
in both English and math.
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英文和數學的標準
03:27
So it sounds like I'm painting a really bleak picture of this place,
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聽起來我只是在說這個地方有多糟糕
03:30
but I promise there is good news.
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不過我保證也有好的一面
03:33
The biggest asset, in my opinion,
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我覺得現在伯地郡最大的資產
03:35
one of the biggest assets in Bertie County right now is this man:
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就是這個人
03:37
This is Dr. Chip Zullinger,
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這是Chip Zullinger博士
03:39
fondly known as Dr. Z.
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大家喜歡叫他Z博士
03:42
He was brought in in October 2007
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他是2007年10月被邀請來伯地郡
03:44
as the new superintendent
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擔任新的督導
03:46
to basically fix this broken school system.
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基本上就是來補救這個殘破的教育系統
03:48
And he previously was a superintendent
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他之前在南卡羅納州查爾斯頓市
03:50
in Charleston, South Carolina
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擔任過督導
03:52
and then in Denver, Colorado.
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另外在美國80年代晚期
03:54
He started some of the country's first charter schools
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他在科羅拉多州丹佛市
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in the late '80s in the U.S.
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首創全國第一家特許學校
03:59
And he is an absolute renegade and a visionary,
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他是絕對反傳統而且有遠見的
04:01
and he is the reason that I now live and work there.
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他是我決定搬到那並在那工作的原因
04:06
So in February of 2009,
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2009年2月
04:08
Dr. Zullinger invited us, Project H Design --
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Zullinger 博士邀請我們H設計計畫
04:11
which is a non-profit design firm that I founded --
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H設計計畫是一家我為了伯地郡而創立的非營利設計公司
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to come to Bertie and to partner with him
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我們到那與他一起
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on the repair of this school district
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修復學區
04:17
and to bring a design perspective to the repair of the school district.
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並合作將設計的概念融入學區的修復
04:20
And he invited us in particular
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他特別邀請我們來
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because we have a very specific
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因為我們對設計的程序
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type of design process --
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有非常明確的想法
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one that results in appropriate design solutions
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讓適切的解決方法
04:29
in places that don't usually have access
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在這些通常無法獲得
04:31
to design services or creative capital.
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設計服務或是有創造力資本的地方得以實現
04:33
Specifically, we use these six design directives,
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特別的是,我們使用六個設計指令
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probably the most important being number two:
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最重要的應該是第二點
04:38
we design with, not for --
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一起設計而不是為誰設計
04:40
in that, when we're doing humanitarian-focused design,
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因為這樣,所以當我們在做以人道主義為主的設計時
04:43
it's not about designing for clients anymore.
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不再是為客戶設計
04:46
It's about designing with people,
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而是與大家一起設計
04:48
and letting appropriate solutions emerge from within.
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讓最好的解決方法由內部產生
04:51
So at the time of being invited down there,
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當我們被邀請到那裏時
04:53
we were based in San Francisco,
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我們公司還在舊金山
04:55
and so we were going back and forth
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幾乎2009年一整年
04:57
for basically the rest of 2009,
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我們就這樣兩地往返
04:59
spending about half our time in Bertie County.
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我們花了大約一半的時間在伯地郡
05:01
And when I say we, I mean Project H,
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當我說我們的時候,我指的是H計畫
05:03
but more specifically, I mean myself and my partner, Matthew Miller,
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更精確的說,就是我跟我的合夥人,馬修米勒
05:06
who's an architect and a sort of MacGyver-type builder.
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他是個建築師,有點像馬蓋先那種類型的
05:10
So fast-forward to today, and we now live there.
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快轉到今天,現在我們已經搬到那住了
05:13
I have strategically cut Matt's head out of this photo,
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我很技巧性的將照片裡馬修的頭砍掉
05:15
because he would kill me if he knew I was using it
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如果他知道我用這張照片他肯定會殺了我
05:17
because of the sweatsuits.
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因為這件運動衫
05:19
But this is our front porch. We live there.
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這是我們的前庭,我們就住在那
05:21
We now call this place home.
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我們稱這裡"家"
05:23
Over the course of this year that we spent flying back and forth,
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經過今年飛來飛去後
05:26
we realized we had fallen in love with the place.
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我們體會到我們已經愛上這個地方了
05:28
We had fallen in love with the place and the people
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我們愛上的不只是這個地方,還有這裡的人
05:31
and the work that we're able to do
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我們可以做的工作
05:33
in a rural place like Bertie County,
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是在像伯地郡這樣的偏遠地區
05:35
that, as designers and builders,
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然而,作為一個設計師及建築師
05:37
you can't do everywhere.
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不是每個地方
05:39
There's space to experiment
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都有空間讓你去實驗
05:41
and to weld and to test things.
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修補或測試
05:43
We have an amazing advocate in Dr. Zullinger.
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Zullinger博士對我們是全力的擁護
05:46
There's a nobility of real, hands-on,
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親手作這苦活
05:49
dirt-under-your-fingernails work.
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是非常有成就感的
05:51
But beyond our personal reasons for wanting to be there,
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但除了我們個人原因想待在那裏外
05:53
there is a huge need.
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那裏確實有強烈的需求
05:55
There is a total vacuum of creative capital in Bertie County.
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伯地郡中完全沒有具有創造力的資本可言
05:58
There isn't a single licensed architect in the whole county.
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整個郡上沒有一個有執照的建築師
06:01
And so we saw an opportunity
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所以我們抓到這個機會
06:03
to bring design as this untouched tool,
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引進這個未經雕琢的設計工具
06:06
something that Bertie County didn't otherwise have,
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這是伯地郡之前完全不可能擁有的
06:09
and to be sort of the -- to usher that in
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現在就像是工具箱裡新的工具
06:11
as a new type of tool in their tool kit.
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被介紹給大家認識
06:14
The initial goal became using design
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因此我們最初的目標就是與Zullinger博士合作
06:16
within the public education system in partnership with Dr. Zullinger --
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將設計運用在公立教育系統
06:19
that was why we were there.
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這也是我們之所以在那的原因
06:21
But beyond that, we recognized
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但除了這個原因之外,我們了解到
06:23
that Bertie County, as a community,
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伯地郡是個
06:25
was in dire need of a fresh perspective
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急需新願景的社區
06:28
of pride and connectedness
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一個值得驕傲,有向心力
06:30
and of the creative capital
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有創造力資本的社區
06:32
that they were so much lacking.
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而這些都是他們過去所缺少的
06:34
So the goal became, yes, to apply design within education,
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就這樣,我們將設計運用在教育裡作為目標
06:37
but then to figure out how to make education
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然後再想出如何讓教育
06:39
a great vehicle for community development.
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成為社區發展的火車頭
06:42
So in order to do this, we've taken three different approaches
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所以為了達成這個目標,我們用了三種不同的步驟
06:44
to the intersection of design and education.
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來連結設計與教育
06:47
And I should say that these are three things that we've done in Bertie County,
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我應該說我們在伯地郡做了三件事
06:50
but I feel pretty confident that they could work
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而且我很有信心這個計畫
06:52
in a lot of other rural communities
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可以成功落實在美國其他偏遠社區
06:54
around the U.S. and maybe even beyond.
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甚至是美國以外的地方
06:57
So the first of the three is design for education.
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這三件事中的第一件事是為教育設計
07:00
This is the most kind of direct, obvious
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連結這兩件事
07:03
intersection of the two things.
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是最直接最顯著的作法
07:05
It's the physical construction
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這個實際的建築物
07:07
of improved spaces and materials and experiences
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讓老師及學生
07:10
for teachers and students.
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對改善空間及材料的使用有更多經驗
07:12
This is in response to the awful mobile trailers
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這是用來取代現今移動式拖車
07:15
and the outdated textbooks
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老舊教科書
07:17
and the terrible materials that we're building schools out of these days.
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和學校糟糕的建築材料
07:21
And so this played out for us in a couple different ways.
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這個計畫展現在很多不同的地方
07:23
The first was a series of renovations of computer labs.
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首先是一連串電算中心的整修
07:26
So traditionally, the computer labs,
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傳統上,對於學校的電算中心
07:28
particularly in an under-performing school like Bertie County,
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尤其是像伯地郡這樣表現不佳的鄉鎮
07:31
where they have to benchmark test every other week,
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每隔一個星期會進行標竿測試
07:34
the computer lab is a kill-and-drill
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這樣的電算中心是很表面而達不成學習效果
07:36
testing facility.
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的測驗場所
07:38
You come in, you face the wall, you take your test and you leave.
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你走進來,面對牆,做完測驗然後離開
07:41
So we wanted to change the way that students approach technology,
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我們想作的是改變學生接觸科技的方式
07:44
to create a more convivial and social space
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去創造一個更有趣且大家更願意來的地方
07:47
that was more engaging, more accessible,
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讓它變得更吸引人,更容易接近
07:49
and also to increase the ability for teachers
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同時也可以增加老師使用
07:51
to use these spaces for technology-based instruction.
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這些地方作為科技基礎教學的機會
07:54
So this is the lab at the high school,
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這是中學裡的電算中心
07:56
and the principal there is in love with this room.
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那裏的校長愛死這間教室了
07:58
Every time he has visitors, it's the first place that he takes them.
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每次他有訪客,這裡都是第一個被參觀的地方
08:02
And this also meant the co-creation with some teachers
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這也是跟一些其他老師
08:04
of this educational playground system
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共同創作的結果
08:06
called the learning landscape.
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他們是教學遊樂區的老師,並使用一個叫做學習景觀的方法
08:08
It allows elementary-level students to learn core subjects
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它讓初級程度的學生透過遊戲
08:11
through game play and activity
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學習到事物的核心
08:13
and running around and screaming and being a kid.
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但還是可以像個小孩一樣跑來跑去大聲喊叫
08:15
So this game that the kids are playing here --
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小朋友正在這裡玩配配看的遊戲
08:17
in this case they were learning basic multiplication
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並同時透過這個遊戲
08:19
through a game called Match Me.
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學習基礎乘法
08:21
And in Match Me, you take the class, divide it into two teams,
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配配看遊戲呢,是將班級分成兩個小組
08:24
one team on each side of the playground,
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分別在遊戲區兩邊
08:26
and the teacher will take a piece of chalk
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然後老師拿粉筆
08:28
and just write a number on each of the tires.
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在每個輪胎上寫下一個數字
08:30
And then she'll call out a math problem --
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再來她會唸出數學題目
08:32
so let's say four times four --
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譬如4乘4
08:34
and then one student from each team has to compete
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每個組選出1個學生出來比賽
08:37
to figure out that four times four is 16
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並計算出4乘4等於16
08:39
and find the tire with the 16 on it and sit on it.
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而且要找出有寫有16的輪胎並且坐在上面
08:42
So the goal is to have all of your teammates sitting on the tires
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隊員最先完成坐在輪胎上的隊伍
08:44
and then your team wins.
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就是贏家
08:46
And the impact of the learning landscape
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這個學習景觀方法所帶來的成效
08:48
has been pretty surprising and amazing.
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出乎我們的意料之外
08:50
Some of the classes and teachers have reported higher test scores,
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一些班級獲得到更好的成績
08:53
a greater comfort level with the material,
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而且對教材有更好的掌握
08:55
especially with the boys,
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尤其是男孩子
08:57
that in going outside and playing,
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喜歡到戶外玩耍
08:59
they aren't afraid to take on
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他們不會害怕
09:01
a double-digit multiplication problem --
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作兩位數的乘法
09:03
and also that the teachers are able
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而且老師也可以
09:05
to use these as assessment tools
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把這些器材當作評分的工具
09:07
to better gauge how their students
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藉以更精準評估學生
09:09
are understanding new material.
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是否理解新的教材
09:11
So with design for education, I think the most important thing
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在這個為教育設計的步驟裡,我認為是最重要的是
09:14
is to have a shared ownership of the solutions with the teachers,
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可以和老師共享解決方案
09:17
so that they have the incentive and the desire to use them.
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所以他們才會有動機和慾望去使用它
09:20
So this is Mr. Perry. He's the assistant superintendent.
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這是Perry先生,他是副督導
09:23
He came out for one of our teacher-training days
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有一天他來參觀我們的教學培訓課程
09:26
and won like five rounds of Match Me in a row and was very proud of himself.
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贏了大概五次的配配看遊戲,對此他可是非常的自豪
09:29
(Laughter)
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(笑聲)
09:32
So the second approach is redesigning education itself.
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接下來,第二個步驟是重新設計教育本身
09:35
This is the most complex.
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這是最複雜的部分
09:37
It's a systems-level look
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從系統的層級來看
09:39
at how education is administered
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教育的落實
09:41
and what is being offered and to whom.
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教學的內容及教授的對象
09:43
So in many cases this is not so much about making change
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很多時候,我們不能要求改變多少
09:46
as it is creating the conditions
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因為我們所面臨的狀況是
09:48
under which change is possible
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只能決定哪種改變是可行的
09:50
and the incentive to want to make change,
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或是為什麼想改變的動機
09:52
which is easier said than done in rural communities
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然而在這樣偏避的區域要去實踐是很不容易的
09:55
and in inside-the-box education systems
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尤其在制式教育體制下
09:57
in rural communities.
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的偏遠地區
10:00
So for us, this was a graphic public campaign
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對我們而言,這是一個很生動的公眾競賽
10:02
called Connect Bertie.
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叫串起伯地郡
10:04
There are thousands of these blue dots all over the county.
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在郡上有好幾千個這樣藍色的圓點
10:07
And this was for a fund that the school district had
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這些圓點代表校區需要的資金
10:09
to put a desktop computer and a broadband Internet connection
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因為學校為了籌措資金讓每個就讀公立學校的
10:12
in every home
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小孩家中都有
10:14
with a child in the public school system.
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電腦及寬頻網路
10:16
Right now I should say,
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目前為止
10:18
there are only 10 percent of the houses
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僅有10%的家庭
10:20
that actually have an in-home Internet connection.
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家裡真的有網路服務
10:22
And the only places to get WiFi
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而能夠使用無線網路的地方
10:24
are in the school buildings, or at the Bojangles Fried Chicken joint,
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只有在學校裡或Bojangles炸雞店
10:27
which I find myself squatting outside of a lot.
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我發現我自己常蹲在外面使用
10:30
Aside from, you know, getting people excited
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除此之外,也希望藉此讓大家覺得興奮
10:32
and wondering what the heck these blue dots were all over the place,
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或好奇這些到處看到的藍色圓點是要做甚麼用的
10:36
it asked the school system
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它讓學校的教育體制
10:38
to envision how it might become a catalyst
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有更大發揮的空間並成為
10:40
for a more connected community.
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連結社區的催化劑
10:42
It asked them to reach outside of the school walls
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它讓學生接觸更多課本以外的資訊
10:45
and to think about how they could play a role
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也讓他們開始思考自己在社區發展中
10:47
in the community's development.
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需要扮演的角色
10:49
So the first batch of computers
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第一批電腦
10:51
are being installed later this summer,
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預計會在今年夏天安裝
10:53
and we're helping Dr. Zullinger develop some strategies
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同時我們也正在協助Zullinger博士開發新的策略
10:56
around how we might connect the classroom and the home
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以便連結教室和家裡
10:59
to extend learning beyond the school day.
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讓學習可以擴大到非上課日
11:01
And then the third approach, which is what I'm most excited about,
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第三個步驟,也是我最興奮的
11:03
which is where we are now,
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就是我們現在在做的
11:05
is: design as education.
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設計即教育
11:07
So "design as education" means
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設計即教育的意思是
11:09
that we could actually teach design within public schools,
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我們實際在公立學校裡教授設計課程
11:12
and not design-based learning --
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而不是以設計為基礎的學習
11:14
not like "let's learn physics by building a rocket,"
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不是像為了學物理而去製作一個火箭
11:17
but actually learning design-thinking
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而是真正學習設計的思考模式
11:20
coupled with real construction and fabrication skills
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並融合實務的架構和建造的技巧
11:23
put towards a local community purpose.
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來完成當地社區所需要的功能
11:26
It also means that designers are no longer consultants,
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這也就意味著設計師不再是顧問
11:28
but we're teachers,
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而是我們這些老師們
11:30
and we are charged with growing creative capital
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我們的責任是傳承具有成長性及創造力的資本
11:32
within the next generation.
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給下一代
11:34
And what design offers as an educational framework
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這樣的設計不失為教育架構
11:37
is an antidote
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提供了一帖解藥
11:39
to all of the boring, rigid, verbal instruction
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很多學校對無趣,僵化,照本宣科的教學方法
11:41
that so many of these school districts are plagued by.
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感到非常困擾
11:43
It's hands-on, it's in-your-face,
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而這個方法是親力親為,立即見真章的
11:45
it requires an active engagement,
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這需要積極的參與
11:47
and it allows kids to apply all the core subject learning
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並讓孩子們可以將重點學習應用在
11:50
in real ways.
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生活中
11:52
So we started thinking
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所以我們開始思索
11:54
about the legacy of shop class
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這個工藝課程的價值
11:56
and how shop class -- wood and metal shop class in particular --
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和為什麼這個特別著重於木頭及金屬的實作課程
11:59
historically, has been something
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一直以來,在不準備上大學的小孩們中
12:01
intended for kids who aren't going to go to college.
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扮演重要的角色
12:03
It's a vocational training path.
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這是技職教育的路
12:05
It's working-class; it's blue-collar.
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這是勞工藍領階級的
12:07
The projects are things like,
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我們的課程中有像是
12:09
let's make a birdhouse for your mom for Christmas.
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作鳥屋給媽媽當聖誕禮物
12:12
And in recent decades, a lot of the funding for shop class
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最近幾十年來,很多工藝課的資助
12:14
has gone away entirely.
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已經幾乎看不到了
12:16
So we thought, what if you could bring back shop class,
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我們就在想,如果能把工藝課程重新找回校園那會如何呢
12:19
but this time orient the projects
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這次我們將課程
12:21
around things that the community needed,
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圍繞著社區的需求來制定
12:24
and to infuse shop class
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並將更多重要且充滿創造力的設計思維過程
12:26
with a more critical and creative-design-thinking studio process.
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融合到工藝課中
12:29
So we took this kind of nebulous idea
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所以我們就這樣懵懵懂懂
12:31
and have worked really closely with Dr. Zullinger for the past year
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與Zullinger博士在過去一年裡密切的合作
12:34
on writing this as a one-year curriculum
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編寫一套一年為期的課程表
12:37
offered at the high school level to the junior class.
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提供給高年級到低年級的學生
12:39
And so this starts in four weeks,
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這個課程再四個星期就要開始了
12:41
at the end of the summer,
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也就是夏天快結束的時候
12:43
and my partner and I, Matthew and I,
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我和我的合夥人,馬修
12:45
just went through the arduous and totally convoluted process
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剛經歷了一場非常艱鉅而且迂迴的過程
12:48
of getting certified as high school teachers to actually run it.
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而終於獲得中學教師的執照並開始真正教學
12:50
And this is what it looks like.
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課程內容是這樣的
12:52
So over the course of two semesters,
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在兩學期中
12:54
the Fall and the Spring,
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秋季班及春季班
12:56
the students spend three hours a day every single day
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學生每天要花三個小時的時間
12:58
in our 4,500 square foot
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待在我們4,500平方英呎的
13:00
studio/shop space.
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工作室/工藝教室裡
13:03
And during that time, they're doing everything
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這三小時,他們會做很多事
13:06
from going out and doing ethnographic research and doing the need-finding,
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從到戶外作鄉野研究和需求調查
13:08
coming back into the studio,
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然後回到工作室
13:10
doing the brainstorming and design visualization
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開始思考並設計出圖像
13:12
to come up with concepts that might work,
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以便找出可行的辦法
13:14
and then moving into the shop and actually testing them,
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然後再回到工藝教室實際測試
13:16
building them, prototyping them,
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建構到作出模型
13:18
figuring out if they are going to work and refining that.
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再來確定模型是否可以用或是需要修正
13:21
And then over the summer, they're offered a summer job.
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另外,暑假時,我們會提供學生暑期工作
13:24
They're paid as employees of Project H
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H計畫會支付他們薪水
13:26
to be the construction crew with us
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讓學生們可以和我們一起共同
13:28
to build these projects in the community.
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打造這個社區
13:30
So the first project, which will be built next summer,
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第一個計畫,是在明年夏天
13:33
is an open-air farmers' market downtown,
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我們會在市區蓋一個露天的農夫市場
13:37
followed by bus shelters for the school bus system in the second year
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接下來是第二年的校車公車亭
13:40
and home improvements for the elderly in the third year.
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第三年我們會幫年長者作居家修繕
13:43
So these are real visible projects
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這些是實際可以看到的計畫
13:45
that hopefully the students can point to and say,
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我們希望這些學生可以指著這些計畫說
13:47
"I built that, and I'm proud of it."
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這是我蓋的,我很引以為傲
13:49
So I want you to meet three of our students.
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現在讓我介紹三個學生
13:51
This is Ryan.
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這是萊恩
13:53
She is 15 years old.
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15歲
13:55
She loves agriculture and wants to be a high school teacher.
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她很喜歡農業,她想要當中學老師
13:58
She wants to go to college, but she wants to come back to Bertie County,
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她希望可以上大學,但之後回到伯地郡
14:00
because that's where her family is from, where she calls home,
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因為她的家人都在這,這是她的家
14:03
and she feels very strongly about giving back
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她對回饋給這個讓她總是非常幸運的地方
14:05
to this place that she's been fairly fortunate in.
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有非常強烈的信念
14:08
So what Studio H might offer her
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現在在H工作室裡,我們可以提供
14:10
is a way to develop skills
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技術的培養
14:12
so that she might give back in the most meaningful way.
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所以她就可以以最有意義的方式作回饋
14:14
This is Eric. He plays for the football team.
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這是Eric,他是足球隊員
14:17
He is really into dirtbike racing,
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他很喜歡越野摩托車競賽
14:20
and he wants to be an architect.
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他想要成為建築師
14:22
So for him, Studio H offers him
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所以對他而言,H工作室提供了
14:24
a way to develop the skills he will need as an architect,
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培養他成為建築師的技能
14:27
everything from drafting to wood and metal construction
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從製圖,木材及金屬的建構
14:30
to how to do research for a client.
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到幫客戶作調查
14:32
And then this is Anthony.
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最後這一位是Anthony
14:34
He is 16 years old, loves hunting and fishing and being outside
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他今年16歲,喜歡打獵,釣魚和待在戶外,
14:37
and doing anything with his hands,
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喜歡動手做東西
14:39
and so for him, Studio H means
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對他而言,H計畫
14:41
that he can stay interested in his education
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透過親手參與的過程
14:43
through that hands-on engagement.
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讓他保持對學習的熱忱
14:45
He's interested in forestry, but he isn't sure,
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他對山林管理有興趣,不過不是很確定
14:47
so if he ends up not going to college,
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如果他最後沒有上大學
14:49
he will have developed some industry-relevant skills.
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他也已經具有產業相關的技能
14:52
What design and building really offers to public education
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設計和建造真正為公立教育帶來的
14:54
is a different kind of classroom.
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是一種與眾不同的教室
14:56
So this building downtown,
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這個在市區的建築物
14:58
which may very well become the site of our future farmers' market,
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將很有可能變成我們未來的農夫市場
15:01
is now the classroom.
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而現在是我們的教室
15:03
And going out into the community and interviewing your neighbors
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另外,深入社區去拜訪了解鄰居
15:05
about what kind of food they buy
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買些甚麼食物
15:07
and from where and why --
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從哪裡買還有為什麼買
15:09
that's a homework assignment.
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這些都是學生的回家作業
15:11
And the ribbon-cutting ceremony at the end of the summer
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我們的開工典禮會在今年夏天結束時舉行
15:14
when they have built the farmers' market and it's open to the public --
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到時農夫市場將可以完成並展示給民眾
15:16
that's the final exam.
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這是我們的期末考
15:18
And for the community, what design and building offers
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對社區本身而言,設計及建築所帶來的
15:21
is real, visible, built progress.
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是真實的,看得到的,建造發展過程
15:23
It's one project per year,
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這是一年一次的計畫
15:25
and it makes the youth the biggest asset
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我們希望透過這個計畫
15:27
and the biggest untapped resource
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讓年輕人變成最大的財產
15:29
in imagining a new future.
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及最大未開發的資源
15:32
So we recognize that Studio H, especially in its first year,
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我們了解,特別是在H工作室的元年
15:35
is a small story --
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這只是個微不足道的小故事
15:37
13 students, it's two teachers,
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13個學生,2個老師
15:40
it's one project in one place.
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這只是一個地方的一個計畫
15:42
But we feel like this could work in other places.
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我們覺得其他的地方也可以如法泡製
15:44
And I really, strongly believe in the power of the small story,
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而且我很堅定的相信小故事可以發揮巨大的力量
15:47
because it is so difficult
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因為要把人文工作推廣到全球
15:49
to do humanitarian work at a global scale.
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難度是一定有的
15:52
Because, when you zoom out that far,
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當你把目標設得太遠大時
15:54
you lose the ability to view people as humans.
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就會失去以人為本的出發點
15:58
Ultimately, design itself is a process
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基本上,設計本身就是一個不斷教育的過程
16:00
of constant education
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不論是對一起工作的夥伴
16:02
for the people that we work with and for
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或是我們提供服務的客戶
16:04
and for us as designers.
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甚至是設計師本身
16:06
And let's face it, designers, we need to reinvent ourselves.
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設計師們,你們知道的,我們需要不斷的投資自己
16:09
We need to re-educate ourselves around the things that matter,
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我們需要對重要的事重新學習
16:12
we need to work outside of our comfort zones more,
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我們需要多走出我們的舒適區
16:15
and we need to be better citizens in our own backyard.
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我們需要為我們的社區付出更多
16:18
So while this is a very small story,
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即使這只是個小故事
16:20
we hope that it represents a step in the right direction
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但我們希望這一小步
16:23
for the future of rural communities
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能帶領偏遠地區的未來
16:25
and for the future of public education
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,公立教育的未來
16:27
and hopefully also for the future of design.
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及設計的未來邁向正確的方向
16:29
Thank you.
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謝謝
16:31
(Applause)
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(掌聲)
ABOUT THE SPEAKER
Emily Pilloton - Humanitarian design activistEmily Pilloton wrote Design Revolution, a book about 100-plus objects and systems designed to make people's lives better. In 2010, her design nonprofit began an immersive residency in Bertie County, North Carolina, the poorest and most rural county in the state.
Why you should listen
As a young designer, Emily Pilloton was frustrated by the design world's scarcity of meaningful work. Even environmentally conscious design was not enough. "At graduate school, people were starting to talk more about sustainability, but I felt it lacked a human factor," she said. "Can we really call $5,000 bamboo coffee tables sustainable?" Convinced of the power of design to change the world, at age 26 Pilloton founded Project H to help develop effective design solutions for people who need it most.
Her book Design Revolution features products like the Hippo Water Roller, a rolling barrel with handle that eases water transport; AdSpecs, adjustable liquid-filled eyeglasses; and Learning Landscapes, low-cost playgrounds that mesh math skills and physical activity.
In February 2009, Pilloton and her Project H partner Matthew Miller began working in Bertie County, North Carolina, the poorest and most rural county in the state, to develop a design-build curriculum for high-school kids, called Studio H. In August 2010 they began teaching their first class of 13 students. Read about their experiences in Design Mind.
Emily Pilloton | Speaker | TED.com